We report the results of two studies in which the effects of training in the use of general strategies on the performance of high-achieving and low-achieving high school students in trigonometry are assessed. The studies take up two of the issues raised by Sweller (1990, Journal for Research in Mathematics Education, 21, 411-415): the lack of evidence of positive effects of such training, and the extent of transfer following training. A framework for classification of different types of general strategy training is introduced. The performance levels of groups receiving training in use of executive strategies concerned with management of problem-solving activities are compared with those of control groups. Management training directed students' attention to planning of the solution path, checking of calculations, and review of the solution. Management training improved the near- and far-transfer performance of both high- and low-achieving students.