This project studies how Spanish-Catalan early bilinguals use language learning strategies (LLS) differently depending on their order of language acquisition when they are learning French as an L4. Considering that the use of LLS has been pointed out as a sign of successful language learning, the study inquires whether being a simultaneous bilingual constitutes an advantage over being a sequential bilingual of the same languages. Ninety high school students (52 simultaneous bilinguals and 38 sequential bilinguals) were recruited from Valencia (Spain) and completed a self-report questionnaire on their use of LLS. Students also completed a linguistic background questionnaire, a proficiency self-assessment, and a translation task. Age, proficiency in French, and type of language acquisition (simultaneous or sequential) were included in the analysis. Results showed that simultaneous bilinguals used LLS more frequently than sequential bilinguals, particularly compensation strategies, and that participants' age had a significant effect on their use of metalinguistic strategies. These results show that there are qualitative differences between the language learning management of simultaneous and sequential bilinguals, and demonstrate that differences between these two groups are worthy of further exploration.