Principles prescribe the relationship(s) among two or more concepts. These relationships are often described in the form of an if-then or cause-effect relationship. The application of a principle enables learners to predict what will happen if one of the variables is changed. principles also allow the learner to explain what has happened. Knowing a principle allows you to control the effects of variables upon each other. The acquisition of a principle should not be confused with the ability to state that principle. The ability to state a principle is declarative knowledge learning. The acquisition of a principle involves the ability to apply that principle to a variety of previously enencountered situations. A principle must be applied to show that is has been learned. The purpose of this study is to review and analyze Smith & Ragans' instructional strategies for principle learning. They concentrated on instructional events for principle learning which are consisted of four steps. They are introduction, body, conclusion and assessment steps. Each step has a number of instructional and learning activities. Principle learning is central to domain-specific problem solving. They are the engines of the processing required in problem solving: To find and solve problems in a content domain, learners must have a repertoire of principles that explain the relationships between critical concepts within that domain. Problem solving is the selection of the appropriate principles to combine to solve a problem that requires application of several principles, often concurrently, to solve it.