This study examines vocabulary-learning experiences of three advanced-level, university English as a second language (ESL) students. Through a case study approach, the researchers explore these second language learners' experiences with completing vocabulary-specific requirements for their ESL courses, focusing on their independent study outside of class. The main identified themes in this research shed light on these students' thoughtful use of vocabulary learning strategies, namely their reliance on translation and memorization, their integrative use of technologies during preparation for vocabulary assessments, and their time and task management strategies relevant to vocabulary learning. The research indicates that these learners were aware of the strengths and limitations of their strategies and used them in nuanced ways to not only meet course requirements but to continue their own independent learning goals that extended beyond the immediate semester. The article concludes with insights that can assist ESL teachers in facilitating vocabulary learning with their English language learners, particularly those who are preparing for university.