3. The Phase C approach responded to the deficiencies with Phase B’s ad-hoc approach. Churchie’s School Executive, seeing the potential of A Learner’s Toolkit, established a timetabled study strategies subject. The structured programme developed a sequential and systematic student instructional training continuum. In a significant change from Phase B, the program directly translated the Toolkit strategies to the relevant subject, curricula, and assessment instruments. The design afforded curriculum time for the continuum and the translation and evaluation of the study strategies that reach beyond just students knowing about specific strategies. Initially, the instruction focused on developing student metacognitive processes to fight forgetting to build understanding. From this base, the programme shifted to training students in building their ability to independently select the most appropriate high utility study strategy to suit the various subjects, curriculums, and assessments. At this stage, the programme supported students to take control of their learning over the remainder of their educational journey. This was achieved by designing and implementing a study routine enacted by their self-regulation, thereby distilling their belief and commitment to the strategies.