This research is aimed to identify significant changes in cognitive learning strategies association, in 341 primary and secondary students. Hence, a quantitative approach with a correlational scope transactional design, has been opted. According to the obtained results, it was possible to identify that the correlation between learning strategies tends to decline in relation to the level of schooling, with a verified lower association between the tenth and eleventh grades in relation to the eighth and ninth grades, which correlation values were found higher. Within the conclusions, it is noted that the Elaboration (ELA) learning strategy in the four groups, could be associated to the use of guides and ways to implement the indications in class, which could potentially explain the fall in correlation values and, consequently, the little association between the other cognitive learning strategies in the student population that served as base for the present study