This study aimed at generating the hypothesis model which focuses on cognitive load and cognitive strategies in a young trainee’s skill training process, and suggested regulating cognitive load in that process. A Qualitative analysis called “SCAT” method was conducted. Result implies that the young trainee formed knowledge on cognitive load in time factor, judgmental factor, and affective factor during work operation, and then developed cognitive strategies to regulate these loads in the training. Memorization strategies were used to support these knowledge formation and strategies development. Those findings suggest that cognitive load is needed to regulate in skill training process. There are possibilities to make skill development more effective by instructing time management, showing some options for judgment, and giving temporal permission to concentrate on a few important tasks,