This paper presents a two-semester metacognitive strategy training program conducted in an ordinary middle school in Beijing. The program adopted a three-stage three-step training approach with the objective to enrich the learners' metacognitive knowledge and to improve the learners' level of self-regulation. Two questionnaires were delivered, classroom observation was conducted, and interviews were carried to collect data, which was analyzed by means of SPSS. It was found that the MST program produced significant effect on enriching the subjects' metacognitive knowledge (p<.001) and the subjects greatly improved in planning, monitoring, and evaluating (p<.001) and were becoming more and more independent in their learner. The development of metacognition also helped to improve their academic record. All data seem to suggest that strategy training can be effective in promoting learner autonomy.
