This study examines some of conditions that affect embedded versus generative cognitive strategy activators’ system, position, and mode in terms of students’ ability and level of learning.

Seventeen treatment groups of and one control group consisted of (329) students were used; the data were analyzed using Tow-way analysis of variance.  The main results of the study are the following:

1- The embedded system is more effective than the generative one.

2- The during and post positions are more effective than the pre position.

3- The written mode is more effective than the visual one.

4- The high ability students more capable to generate their cognitive strategy activators or benefit from the ones that given by teachers.

A cross – cultural perspective is adopted to explain the differences between the present findings and those reported in literature.