This article reports findings from a strategy intervention study involving a treatment class (N=20) and a comparison class (N=20) in an ESL oral setting. Oral communication strategies were taught to the treatment class. A data-collection method comprising stimulated recall interviews that aimed to investigate respectively the learning process (i.e., strategy use) and the learning product (i.e., task performance) was employed. The findings indicate that strategy instruction might affect low-proficiency students more than high-proficiency students in terms of both strategy use and task performance. The article concludes with pedagogic implications for communication strategy instruction. (Contains 4 tables.)