This study examines the extent to which meta-level regulation of argumentive discourse goals and strategies relates to improvement in argumentive discourse skill. Twenty-six eighth graders participated in computer-supported dialogic argumentation over 16 sessions, while 23 eighth graders served as a control group. The argumentive discourse intervention is a curriculum designed to provide intensive experience in argumentive discourse (Kuhn, Shaw, & Felton, 1997) and to promote the use of meta-level regulation believed to be necessary for the enhancement of both dialogic and individual argument (Felton, 2004; Kuhn, Goh, Iordanou & Shaenfield, 2008). The present study replicates, with one important addition, the intervention designed by Kuhn, et al, (2008), in which one pair of students collaborates in debates with an opposing pair. To further understand the relationship between developing metalevel regulation and developing dialogic argumentation skills, the discussion between the collaborating pair was recorded on audiotape for subsequent analysis.