In an ever-evolving competitive world, learning a Foreign Language (FL) has become essential. To enhance learners' learning proficiency, learners should be encouraged to build the necessary competence for learning an FL, and this could be done by enhancing the employment of Language Learning Strategies (LLSs), as LLSs constitute an essential aspect of boosting and promoting the learning process (Chamot, 2001; Griffiths, 2003; Griffiths & Oxford, 2014; Oxford, 1990; Rubin, 1975). They have a persuasive and advocate role as an aid for learners to boost and improve their language learning proficiency, and have been explored by researchers since the 1970's. Despite the crucial developments on LLSs since the 1970's, Grammar Learning Strategies (GLSs) are in their infant stage in the field. LLSs researchers have not given as much attention to GLSs as to the other language skills; therefore, GLSs have largely been ignored (Anderson, 2005; Cohen, 2011; Cohen, Pinilla-Herrera, Thompson, & Witzig, 2001; Oxford, Lee, & Park, 2007; Pawlak, 2009a; Pawlak, 2012). For example, Oxford et al. (2007, p. 117) called GLSs the "Second Cinderella" of LLSs research. This paper will report a study that aimed at enhancing independent learning competence through employing GLSs by investigating how FL learners develop their GLSs and how they solve their grammar learning problems using such strategies. Research participants were male and female university students studying different European and non-European languages. The results show the high rate of using cognitive GLSs especially in explicit inductive and explicit deductive learning to promote their independent language learning competence to face their grammar learning difficulties. [For the complete volume, "Professional Competencies in Language Learning and Teaching," see ED595297.]