This paper discusses culture-specific learning strategies of 177 students learning Greek as a second/foreign language in an academic setting. The study reports on descriptive statistics of the data collected through implementation of the Strategy Inventory for Language Learning (SILL) and processed in order to determine frequency of learners' strategy use and the affect of variables on the choice of learning strategies. The results showed that of the independent variables of gender, age, language proficiency level and cultural background, the latter was the single most powerful variable that indicated significant differences in the choice of learning strategies. The paper also examines teacher preferences regarding preparation and presentation of teaching material, types of in-class and out-of-class activities, as well as teacher-student relations, in order to investigate how teaching practices and behaviours relate to learning strategies employed by students. (Contains 3 tables and 5 notes.)