Spelling strategies were examined based on error analysis and strategy reports for errors and correct spellings for 50 Grade 4 and 5 students with and without spelling difficulties. Based on their own reports, all students possessed a repertoire of effective spelling strategies. Strategy use, however, differed as a function of spelling accuracy and whether students also had reading difficulties. All students, even those with spelling problems and concomitant graphophonemic skills problems, reported the use of phonetic and visual/orthographic strategies when spelling difficult words. For accurate spelling, normally achieving students relied less on memory and more on their previous practice with words. Students with spelling difficulties relied more on memory. Implications to spelling instruction and intervention are provided. Results are discussed in relation to contemporary theory on the relationship between reading and spelling in literacy development. (Contains 5 tables.)