The learning strategies involved in the acquisition of a second language have been a topic of high interest in recent years, without at the moment there being consensus on its categorization, the nature of its operation or on its empowerment in the applied context. The purpose of the study was to investigate the different language learning strategies (EFL), used at the primary level. For this study, the students of the primary level, from the Maria de Hosto School, with a total of 35 students, participated (between 10 and 12 years old). The instrument for data collection was the Strategic Inventory for Language Learning (SILL). For this, a conceptual analysis is carried out on the notion of learning strategy, its typologies and its possibilities of classification, in addition to its implications in light of what current psycho-pedagogical knowledge allows to offer. The results showed that there were statistically significant relationships between different strategies implemented. In addition, the results of this study showed that, among the different learning, social and emotional strategies. Therefore, the preferences of the student group should be considered, by using language learning strategies and adjusting their teaching so as to meet the needs of students when learning a second or foreign language.