It has been long believed that students' learning techniques and strategies could distinguish between successful and unsuccessful student performance. Therefore, this study aimed to examine high- and low-achieving students' use of the most common learning strategies. For this purpose, 160 students (80 high achievers, and 80 low achievers) were selected as student-participants, and Oxford's (1990) "Strategy Inventory for Language Learning" (SILL) was used as the data collection instrument. The results showed that high achievers use metacognitive strategies most frequently, while they use affective strategies the least frequently. On the other hand, low achievers use compensation strategies most frequently and social strategies the least frequently.