Waters and Schneider have assembled a broad collection of articles on metacognition and strategy development in diverse learning contexts. The collection honors the work of Michael Pressely and mirrors the major themes within his body of work. Presseley always worked closely with teachers to help them implement effective learning strategies in the classroom. Each article situated within the lager body of research on metacognition, strategy use, and instruction. The articles are organized into three areas: skilled memory; contexts within match and sciences; and reading, writing, and academic performance. Each article illustrates how researchers are conceptualizing and investigating complex issues related to metacognition and strategy use and their relevance to classroom practice. May of the studies utilize micro genetic research design demonstrating this methodology's importance in gathering details longitudinal data on the development of strategy use in individual children. Making connections between learning theory and classroom practice can be difficult for students in education courses. This collection would be a valuable text in a graduate course focusing on educational psychology as well as research design.