This study aimed to elicit students' perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 198 college-level students participated. Data were collected through a questionnaire and interviews. The findings reveal that language students tend to adopt a holistic view of the learning task and relate it to real-life and personal experience. They favor application-directed learning strategies that establish concrete processing and ultimately utilize knowledge beyond the classroom. By selecting speaking and conversation, interaction with the teacher, and reading aloud, participants clearly indicated their preference to be proactive in order to make the language more real for them, to boost their performance in using it, and to develop language skills to last a lifetime. Significant differences were found with regard to LLSPs based on learning experience. Whereas advanced-level participants attributed preference to speaking and conversation, beginner-level participants attributed preference to interaction with the teacher and grammar and writing. The empirical evidence from this study could have implications for theoretical models of effective language instruction, second-language (L2) teacher education programs, and curriculum development.