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This paper focuses on strategy-based instruction (SBI) in English language teaching. I will begin by introducing language learner strategies, and argue that learner strategies are useful and that strategy-based instruction is necessary. Next, I will present a strategy intervention study recently completed in Singapore involving 246 grade 5 primary school students over a whole semester. A fivestep SBI model that was used in the experiment will be illustrated. These are: 1) Awareness-raising and preparation, 2) Teacher presentation and modelling, 3) Multiple practice opportunities, 4) Evaluation of strategy effectiveness, and 5) Transfer of strategy to new tasks. Preliminary analyses indicate that the experimental group who received writing strategy instruction outperformed their control group counterparts in a post-test and a delayed test. Some issues in SBI integration will then be discussed. I will finally conclude that SBI is not only an empowering tool for learners, it should also be explored as a potential tool for teacher development.