This study examined college students' awareness of difficulties in learning class content and selection of study strategies to address the perceived challenges. Data consisted of responses by 94 students to two survey questions on 11 weekly monitoring worksheets. Data analyses, using the constant comparative method and Chi-Square tests, revealed that students' awareness of different kinds of difficulties in learning the class content did not lead to adjustment of study strategies. Students reported relying primarily upon passive rehearsal strategies throughout the semester rather than strategies supported by previous literature as being more effective. Suggestions for promoting students' abilities to self-regulate the learning process were discussed. (Contains 2 figures and 1 table.)