Learning the host country's language(s) is a necessary step toward social and professional inclusion for migrants. However, it is often regarded as a challenging task that depends heavily on the sociocultural context in which migrants are situated. This study explores the Norwegian language learning strategies of highly educated Indonesians outside the classroom, particularly in the workplace, in Norway. Following the social turn in second language learning research, the study aims to investigate how social context influences migrants' strategies for learning Norwegian. The data were collected through a combination of qualitative methods consisting of sequential in-depth interviews, language diaries, and focus group discussions with four focal participants, including both recently arrived and long-term migrants. Based on Darvin and Norton's (2015) investment model, participants' narratives of their reported language learning strategies are analyzed in relation to language ideology, identity, and capital in their language learning experiences. The findings from this study suggest that migrant learners' ideal learning strategies are influenced by their language ideologies. However, different contextual factors, such as work tasks and roles, have a considerable impact on their learning opportunities, and consequently, on why and how they end up using certain learning strategies but not others. Migrants' professional identities also play an important role in their strategy choice and use. By analyzing migrant learners' narratives, this study provides a nuanced and learner-centered understanding of language learning strategies in the context of migration in the globalized world. This study also contributes new insights into the use of learning strategies of languages other than English by adult migrant learners inside and beyond the classroom.