This study examined the stability and change in secondary school students' learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition--receiving an eight-lesson-teacher delivered instructional treatment--and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students' learner profiles over time. Both short- and long-term results were promising.