Learning strategies are mental procedures we use to facilitate acquisition, storage and remembering of information. The purpose of using learning strategies is successful, faster and easier learning. Studies have shown that the most successful students use a variety of different strategies which they combine during learning and problem solving (Pressley, Woloshyn, 1995 prema Reid, Lienemann, 2006). Successful learners know which strategies are at their disposal, they think about whether they are appropriate for given task, they know the series of steps and how to apply them, they think about the ultimate goal, evaluate the efficiency of the strategy, make necessary adjustments if the goal is not met and know when they have reached their goal (Hughes, 2011). Some research has shown that the students with learning disabilities, more often than their peers, use inappropriate strategies for solving problems and that is why their academic success is lower (Montague, 1997). For all the reasons mentioned above it is crucial to teach cognitive strategy use to students with learning disabilities. In order to use strategies successfully, the learner must know when and why to use a certain strategy, monitor the use of strategy e.g. does he know the steps, is the strategy useful, is he successful, why is he not successful, in other words, he needs to use selfregulation strategies. One study has shown that the academic success of a student can be, by 93 percent accuracy, predicted by his abilities to self-regulate (Zimmerman, 1990). The objective of this paper is to present the theory of cognitive strategy instruction with emphasis on self-regulation strategies and to present their use with a student with learning disabilities.