Researchers worked with French, Japanese, and Spanish immersion teachers in metropolitan Washington, DC elementary schools (grades 1-6) to implement language learning strategies in their classrooms. Workshops, materials, and observations were provided for professional support. Teachers were debriefed on the effectiveness of the teacher training and on the impact of strategies of instruction on their students through workshop evaluation forms and individual interviews. The paper reports on teachers' opinions regarding strategies instruction. The following research questions are addressed: (1) What types of teacher development can support strategies instruction for language immersion classrooms? Here it was concluded that the initial training workshop was very useful, as is the opportunity for peer observation of the implementation of new strategies. Teacher ownership of the strategies is very important, so there needs to be a convincing rationale of its effectiveness. (2) Do immersion teachers believe that strategies instruction improves their students' language learning? Teachers found that the new instructional and learning strategies improved student motivation; made students more aware, active, efficient, and responsible learners; and gave students a better understanding of the target language and made them more capable of working independently. "Teaching Interview Guides" and a story, "Sachiko: A Very Good Thinker," a tool for introducing strategies, are included in 2 appendices. (KFT)