This article describes how second language learners become more autonomous in the language learning process, how the cooperative learning strategy helps improve the learning outcome, and how second language learners apply learning strategies to learning tasks both in the classroom and outside of the classroom. Three activities were offered: interaction among students, interaction between instructors and students, and analysis of how often the learning strategies were used. In Activity 1, a workshop was offered to students to help them become better French and Spanish learners. Students completed the Foreign Language Learning Questionnaire (FLLQ), then were divided into experienced and non-experienced groups based on these results. Using cooperative learning strategies, both groups discussed specific language skills and ideas on language learning. Tasks were offered where students could try out what had just been discussed. In Activity 2, instructors detailed mini-presentations to the students on learning strategies. In Activity 3, students completed a feedback questionnaire. Findings revealed that the instruction for second language learning strategies is an efficient means for helping college students at the beginning level. (Contains 13 references.) (NAV)