The aim of this study is to examine the levels of language learning strategies employed by A1-A2 level high school students while learning English as a foreign language. In the Turkish formal education system, English is a compulsory subject in all public and private schools, and students start to learn English from 2nd grade at the elementary level to 12th grade at the secondary level. While they are learning English only a few of them become successful and be able to express themselves during the communication process. The research used a quantitative study to show the findings statistically. LLS inventory was administered to 129 high school students from A1 to A2 level. The survey is applied to teenagers who study in Imam Hatip High School (Religious High School) (RHS) and Anatolian High School (AHS). Students' ages range from 15 to 18. The findings indicated that students have a moderate level of LLS usage. The analysis of the results from gender difference in LLS use conveys a message that there is no significant difference between males and females in terms of cognitive, compensation, affective and social strategy use. However, memory strategies differ in favor of females, whereas metacognitive strategies differ in favor of males. In the study, it was found that there is no significant difference between AHS and RHS students except for the usage of memory strategies which differs significantly in favor of Religious High School students.