<p>Although researchers agree about the importance of planning for self-regulation of learning, we still know relatively little about how students plan for their learning and whether their planning differs depending upon the demands of the learning context (i.e., conditional knowledge of learning strategies). Accordingly, we investigated how undergraduate students approach the task of creating a plan to prepare for an upcoming test. Students read a series of vignettes, each of which presented different contextual demands related to a hypothetical upcoming test (e.g., the nature of the test, a motivational challenge). In Study 1, participants selected specific learning strategies, indicated the planned order of use, and allocated time for each strategy. In Study 2, participants answered an open-ended question about how they would plan their learning and explained their planning decisions. The results from both studies showed that participants were more likely to take contextual demands into account when planning their use of cognitive strategies relative to motivational strategies. Overall, our findings add needed complexity to scientific understanding of student planning by considering the use of multiple specific learning strategies together, incorporating both cognitive and motivational strategies within the same study, and conceptualizing the effectiveness of strategies as contextual. (200 words)</p>