One of fundamental tasks of schools is to endow students with strategies, which enable them to re- elaborate, to transform, to contrast and critically rebuild the knowledge they are getting, i. e. to bet on strategical knowledge. We think that one of today's key lines of educational research is helping teachers develop structures for aiding students to learn, and to learn how to learn. Within this frame, the main goal of this study was to construct and assess an intervention on learning strategies, to be applied to pupils attending the last year of compulsory scholarship. Not only did we work with pupils, aiming to raise cognitive, metacognitive and motivational strategies, but we have also worked out a teacher training procedure in order to stimulate a reflexive, active and constructive attitude. The scientific profit in validating this intervention lays on the importance of reasoning it in real contexts what allows us to analyse the meaning of upcoming changes and compare these with the existing scientific knowledge on the subject. The research showed the possibility of using learning strategies in classroom within a regular curriculum.