The present research, of a descriptive and correlational nature, had the purpose of investigating the use of learning strategies by undergraduate and graduate students of History and Psychology. The instrument used for data collection was the "Learning Strategies Assessment Scale" written by Santos and Boruchovitch (2008). The data showed that students in Psychology and History courses reported using similar learning strategies in their study and learning activities. In the Psychology course, female students compared to male students reported using metacognitive strategies more frequently in the study activities. Regarding training focused on the interdisciplinary proposal, it is increasingly recognized the need for formative educational processes that promote the intellectual autonomy of future professionals. Learning strategies can be an instrument to develop and enhance this process of critical construction through learning to learn.163486500