The Learning Activities Questionnaire (LAQ) was designed and developed to identify which of the following learning strategies were used by individuals in a variety of academic and training environments: rote (passive and active); physical; elaboration; and grouping. After undergoing two pilot tests, the final version of the LAQ was administered to individuals at five different educational levels: graduate; community college; and three groups of Army trainees--high school graduates; general equivalency diploma holders and trainees who had not completed high school. In ten of the fifteen major comparisons conducted, graduate students used each learning strategy significantly more than other groups. With the exception of rote methods, the three non-college groups of Army trainees reported the lowest use of learning strategies. Rote strategies appeared to be used frequently by all groups of respondents. However, graduate students supplemented rote strategies with additional learning strategies. This was also true, to a lesser extent, for community college students. It appears that learners at lower educational levels may not have developed a broad repertoire of learning strategies and largely depend on rote strategies. This suggests the need for training programs designed to modify learning strategies of students and trainees at lower educational levels. Statistics, tasks, and inventories are included. (Author/AEF)