The purpose of this qualitative, descriptive study was to explore how college English as a second language educators described how English as a second language learners used direct and indirect Language Learning Strategies in facilitating their learning at a higher education institution in the Southwest region of the United States. The research is guided by Oxford's classification of language learning strategy and addresses two research questions. The first research question was, how do college English second language educators describe how English as a second language learners use direct language learning strategies in facilitating their learning? The second research question was, how do college English second language educators describe how English as a Second Language learners use indirect language learning strategies in facilitating their learning? The sample includes a total of 13 participants: 12 participants engaged in individual interviews, while two focus groups, each comprising three participants, were conducted. Notably, five participants from the focus groups also participated in the individual interviews; Data for this study was collected through semi-structured interviews and focus groups involving ESL educators. Analysis of the data revealed that college ESL educators utilized all the types of direct and indirect strategies in language learning, with cognitive strategies being most frequently reported, followed by metacognitive strategies. The least reported category was compensation strategies. This insight can inform pedagogical practices and support mechanisms within higher education institutions, ultimately enhancing the language learning experience and outcomes for ESL students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]