Research has shown a growing interest in what accounts as successful or less successful language learners. As strategies play an indispensable role in determining their language proficiency, academic success depends on how they use strategies in their learning process. However, there is relatively little information about the use of English learning strategies among Vietnamese students at tertiary education institutions. The data were collected through language proficiency test and Oxford’s (1990) 50-item Strategy Inventory for Language Learning (SILL) questionnaire. Drawing on data from the pilot study, the findings from the preliminary study indicate that students of low and high proficiency in English at a university used learning strategies at the moderate frequency level. Metacognitive strategies were found to be the most preferred while affective ones the least. Pedagogical implications are presented for school administrators, teachers, and policy makers.