This paper addresses a niche in studies on immersion programmes for English as second language learners. While studies on the impact of the experience of studying abroad are replete with reports about the enhancement of participants' language proficiency or intercultural skills, the present study investigates the types of language and culture strategies used by a group of student teachers on an overseas immersion programme by coding their interview responses and documenting the types of strategies reported. It also traces changes in the participants' perceptions of their strategy use before, during and after studying abroad. The findings show that while participants reported using speaking strategies and listening strategies much more than other language strategies, only a narrow range of both strategy groups are reported. Similar findings are found in their use of culture strategies. Different changes in strategy use before, during and after the immersion are reported. The paper interprets the findings. Both short-term and long-term pedagogic implications for strategy development on study-abroad programmes are proposed.