Two experiments examined the relationships among metamemory knowledge, the use of associative memory strategies like elaboration, and cued-recall memory. In Experiment 1, 5th and 12th graders verbalized their strategies while studying noun pairs; their cued-recall memory of those pairs was then tested. Metamemory knowledge was assessed before or after this task. ANOVAs revealed developmental increases in associative strategies, cued recall, and metamemory. Multiple regression indicated the increase in associative strategies predicted all but 4% of the increase in cued recall; metamemory development in turn predicted all but 4% of the increase in associative strategies. Metamemory was a better predictor than a nonverbal measure of intelligence. The strong relationships were due partly to methodological refinements, including a counterbalanced design, a direct strategy measure, a reliable composite rather than single-item metamemory measure, ordinal rather than dichotomous scoring of metamemory items, and regression rather than χ2 analyses. The results of Experiment 1 were replicated in Experiment 2. Metamemory development also predicted most of the grade difference in cued recall that remained after study strategies were equated by elaboration instructions, suggesting it may explain improvements in retrieval strategies as well.