Background: The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). Aim: The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. Sample: One hundred forty-eight Israeli junior and high school students participated in this research. Methods: The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. Results: The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. Conclusions: The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.