Language learning strategies (LLS), here defined as specific actions or mental procedures that assist in fulfilling language learning goals, have attracted increasing attention as one of the factors that impact second language acquisition. A key reason for their appeal is that language learning strategies can be manipulated to an extent that most other language acquisition factors cannot. Moreover, these strategies appear to be a relatively powerful factor in learning another language. Nearly all of the language learning strategy research to date has been conducted with the intention of helping less successful language learners. However, advanced language learners stand to benefit greatly from language learning strategy research, as well. The purpose of this thesis is to examine the research done on language learning strategies and language learning strategy instruction, especially as it pertains to advanced adult learners of a second or foreign language. This paper provides a comprehensive review of LLS studies and research findings, and concludes with an alternative paradigm of, and approach to, language learning strategy instruction for advanced language learners. The appendix, which includes tables such as a list of factors that affect second language acquisition and LLS selection and use, may also have special appeal to researchers in this area. (Contains 7 tables.)