The purposes of this study were: 1) to design, according to the internalization theory, a mathematics teaching strategy program to deal with junior high students´ misconceptions in mathematics word problems; 2)to examine the effect of this teaching strategy program on junior high students´ learning outcomes in mathematics word problems. Eighty five subjects were drawn from Ying-Chyau Junior High School for qualitative analysis, and 45 subjects were drawn from Tien-Mu Junior High School for the study of experimental teaching. The instruments used were "metacognition Inventory", "Motivational Belief Inventory", and "Mathematics Test". The subjects of the Experimental Group Ⅰ received both "Metacognition and Motivational Belief Training Course" and "Mathematics Word Problem Solving Strategy Training Course", but the subjects in Experimental Group Ⅱ received the latter course only. The data thus collected were analyzed by qualitative analysis, one-way multivariate analysis of variance, and two-way ANOVA with mixed design. The findings were as follows: 1) The students had systematical misconceptions in mathematics word problems learning. 2) "Metacognition and Motivational Belief Training Course" could not affect the subjects´ motivational belief immediately, however, it could affect immediately their metacognition. 3) The students´ abilities in solving mathematics word problems were enhanced after they had accepted "Mathematics Word Problerm Solving Strategy Training Course". 4) The subjects who accepted both the two training courses performed best in the follow-up stage. These results showed that understanding students´ misconceptions could help teahcers to design good teaching strategies, and that metacognition and motivational belief could promote students to study hard continuously.