Numerous studies report effective direct learning strategy trainings fostering selfregulated learning. Students are able to use already-learned strategies to solve learning tasks that are structurally similar to training tasks (near transfer). However, research on using those strategies for solving structurally dissimilar learning tasks in regular school classes (far transfer) is scarce. Combining direct and indirect trainings might be one option to support students when transferring learning strategies. In order to investigate effects of such a combined training on far transfer, 178 students from the experimental group received, for half a school term, a direct learning strategy training outside of the classes as well as an indirect training through strategy-conducive German classes. 91 students of the control group neither received a direct nor an indirect training, but regular school classes. Results show an advantage of the experimental group over the control group in terms of near transfer tasks: Students use more cognitive and metacognitive strategies. Furthermore, the experimental group also uses more metacognitive strategies when solving far transfer tasks. The results are discussed in terms of educational and school practical implications.