The range and characteristics of learning strategies used in studying foreign languages were studied in a 3-year project involving 67 high school students of Spanish and 34 college students of Russian. This final report reviews second language acquisition theory and learning strategies, research in learning strategies, and a cognitive model of research on second language learning strategies. Additional findings of a longitudinal study of the subjects are reported for reading, writing, and listening in Spanish and for the strategy of problem identification for Russian students. Methodology and findings of the course development study conducted during this project are also presented. In general, findings of this project indicate that all students, no matter what their degree of success in learning a foreign language, have some cognitive control over their learning efforts and are able to describe their own mental processes. The main differentiation between the more effective students and the less effective ones was in the way in which strategies were used and the greater range of different types of strategies used by effective students. Classroom applications such as reading, writing, and listening comprehension strategies, are described. Lists of sources for the Spanish reading and listening passages are appended, as is a list of sources for the pictures used in the writing activity. Contains approximately 110 references. (LB)