The new market place has dictated on adults the use of English as it is the first international language used in business. However, learning a foreign language becomes more and more complicated as the learner gets older, is in a mature command of L1 and L2, and does not have enough time to learn due to professional responsibilities. Contrary to children who acquire a language thanks to an immature prefrontal cortex, adults who are experienced, and lead complex lives rely on their L1 or L2, and their educational experience to learn a foreign language by using some strategies. This study explored the learning strategies employed by two groups of executives belonging to two different business areas in Tunisia. The instrument used to gather the data of 60 adult EFL learners was Oxford's version 7 (1989) of the 50-item Strategy Inventory for Language Learning (SILL). The data were analyzed by means of descriptive statistics, t-test, and one-way analysis of variance (ANOVA) to find out whether any significant effect existed between age, gender, job field, and job position among the respondents in the use of language learning strategies. The results showed that mainly gender and job field impacted the selection of the language learning strategies. Recommendations to design English curriculum for adult learners are provided.