To determine whether students have study strategies that they can transfer to future learning tasks, a research study used a content-based model--the Supportive Seminar--a voluntary content review session held by a leader enrolled in a targeted college course for freshmen. The leader acts as a role model for the students by attending all lectures, reading all assignments, taking all tests, and utilizing the appropriate study strategies. The goal of the Supportive Seminar is to teach the students effective study strategies that can be regulated for a specified course and then transferred to future courses. The seminar also assisted college students in learning effective study strategies while learning new content area concepts. Pre- and post-study strategy assessments indicated that the seminar can teach college students how to employ and regulate effective and appropriate study strategies, and that the seminar can help students plan, monitor, and evaluate their own independent learning. Students' reports 5 months after the seminar indicated that they transferred the appropriate strategies, regularly used many of the strategies learned in the seminar, were aware of the underlying processes and the uniqueness of each strategy, and would highly recommend a Supportive Seminar to a friend. This seminar concept has a more positive image than does the traditional skills model. Furthermore, Supportive Seminars are credible delivery models that adhere to a content-based philosophy of college reading. A 12-item list of references and 4 data tables are appended. (SRT)