The main purposes of this study were (1) to examine the effects of "Learning how to learn" strategy on students´ concept mapping, Vee diagram huristic, metacomponents and performance of learning Educational Psychology. (2) to investigate the interactional effects of "learning how to learn" strategy and social working experience on concept mapping, Vee huristic, metacomponents and learning performance. One hundred and eighty college students, who majored in Educational Psychology course, were randomly assigned to four experimental conditions: high working experience with strategy training, high working experience with no strategy training, low working experience with strategy training, and low working experience with no strategy training. Subjects summarized five reading materials in a semester and completed a set of tests designed to assess their concep-mapping, Vee huristic, metacomponenets, and per formance of learning materials. The results indicated: (1) that there were significant differences in concept-mapping, Vee huristic, metacomponents, and learning performance between students with "learning how to learn" strategy training and students with no strategy training. (2) that the interaction effects of strategy training and working experience on concept-mapping and Vee huristic were significant, but were not significant on meta-components and learning performance. The results of this study were revealed that cognitive strategy used in college students can improve their thinking process and concept ob-tainment.