This study examined and analyzed language learning strategies of junior college students in Korea. Data was collected from 121 freshmen of three different English proficiency levels. All participants were taught basic English writing from a Korean instructor and English conversation from a native English instructor for a semester and given strategy questionnaire to complete before and after the instructions. Results showed the participants as a whole used strategies less frequently compared to those of 4-year university students shown in previous studies. Writing and speaking instructions were likely to enhance the participants` strategy use, and language learning strategies were significantly correlated with their English proficiency and English achievements. There was, however, no noticeable gender difference in strategy use. Participants, regardless of their proficiency level, preferred compensation strategies most and affective strategies least, but memory and social strategy use increased most after the instructions, indicating task types affect strategies employed. The findings of the study suggest that strategy use and English proficiency are bidirectional, and therefore it is necessary to expose learners to a variety of English learning strategies suitable for their proficiency level and purpose of English learning. (Woosong College)