This study was designed to (a) identify the range, type, and frequency of learning strategy use by beginning and intermediate level ESL students and (b) determine the types of language tasks with which the strategies tend to be associated. Students at beginning and intermediate levels in English proficiency were interviewed in small groups to determine the strategies used to assist in learning each of a number of language tasks: pronunciation, grammar, vocabulary, following directions, listening, making a brief presentation in class, social communication, and functional communication (e.g., applying for a job). In addition, ESL and other teachers of limited English proficient students were interviewed to detect their familiarity with student use of strategies, and to determine whether or not they introduced strategies to their students during instruction. Findings indicated that (a) strategies could be classified into three broad categories—metacognitive, cognitive, and social mediating strategies, (b) students tended to use strategies most often with less complex language tasks, (c) strategies students used most often tended to require little cognitive processing of the learning materials, and (d) teachers were generally unaware of students' strategies and rarely introduced strategies while teachin