This article reviews recent research on problemsolving strategies and their relationship to learning and problemsolving processes. A distinction is made between schema-driven and search-based problemsolving strategies, and expert-novice differences in the use of these strategies aie discussed. General strategies that facilitate the learning of problem schemata associated with expertise are contrasted with strategies that hinder schema learning. Constraints on the use of problemsolving strategies and the consequent implications for education are discussed. Suggestions for future research are made, which include the study of search-based strategies in experts and the effects of training on strategy use.