This study has investigated the effects of learning strategy instruction on conceptual learning, and student satisfactions in an introductory physics course at university level. In this study, pretest-posttest and quasi-experimental design with a non-equivalent control group was used. A total of 36 sophomore students majoring in mathematics teaching in a four-year pre-service primary teacher education program in Turkey participated. There was one control group and one experimental group; namely, the summarizing group. The summarizing group (n=18) received physics instruction with summarizing strategy instruction and the control group (n=18) received physics instruction in line with traditional teaching methods. Data were collected via the pre and post administration of the Conceptual Learning Open-Ended Test (CLOET), and the Student Satisfaction Scale (SSS). The results indicated that summarizing strategy instruction has positive effects on conceptual learning. However, it has been observed that "strategy teaching" has no significant effect on students' satisfaction in the participation in physics courses. The paper ends with some implications for the instruction of physics. (Contains 5 tables.)