The purpose of this study was to explore the effects of self-regulated strategy development instruction on opinion essays writing among second grade junior high school students with learning disabilities. The study was conducted by using single subject multiple-baseline across individuals design. Three participants with learning disabilities were selected from Tian-wei junior high school in Chang-hua County and were instructed and evaluated for six months. The assessments were conducted immediately after instruction to explore the scores of opinion essays, the length of articles, and the quality of articles.The results showed that self-regulated strategy development instruction improved the participants' scores and quality of articles. Two of the participants wrote longer opinion essays after instruction.