In recent years numerous studies on language learning strategies have signaled the importance of developing students’ metacognitive skills. This article communicates findings from a classroom research project that sought to stimulate metacognitive self-monitoring practices among college students in an intermediate-level Spanish language course. Initially, comprehensive testing was used to promote greater use of self-monitoring practices with modest results. Self-monitoring practices changed more dramatically when students completed posttest reflection exercises and talked explicitly about study strategies in class. The article suggests that a small amount of explicit attention to study strategies and performance monitoring can help language students strengthen metacognitive skills. The benefits of classroom research as a means of improving student learning at the course level are also discussed.