Students make many decisions in academia concerning learning. One of the most critical among them is what learning strategy to use. This research surveyed faculty members from various Canadian colleges and universities to examine their opinions on the effectiveness of different learning strategies. Although the results were mixed, the overall finding showed a discrepancy between faculty opinions and best evidence. Several demographic factors were examined (for example, the faculty's highest degree, employment status, number of years teaching, subject taught, and institution type), but none was a meaningful predictor of faculty opinions regarding learning strategy effectiveness. Even though faculty opinions were not in line with recognized evidence, their views provide insight into the learning strategies perceived as beneficial and those that students may be using. Learning is a complicated process that can be affected by numerous factors. Hence, this paper reports on the opinions of Canadian faculty concerning learning strategies that facilitate this process and presents plausible theories to explain the disconnect between their views and the best evidence.