Research suggested that community college students struggle to find time to commit to classes and often lack learning strategies to balance school amidst conflicting life needs. This study explored the use of metacognitive monitoring training in a Success and Study Skills class. Learners who participated in the training described the process of study skills selection by incorporating terms common to established self-regulation models. Learning performance increased in both the control and experimental group. Still, relative and absolute calibration accuracy (measured as the difference between judgments of learning and actual performance) showed similar results in both the control and experimental group. These findings contradict prior research indicating that general training in metacognitive strategies, may lead to improvement in calibration.