International students in the United States often employ culture-specific learning strategies to help them improve their proficiency in English. This study explored the use of self-regulated strategies by 49 Chinese graduate students from 24 fields of study at three universities in the Northeast. The research used the mixed survey method to generate both quantitative and qualitative data. The findings reveal what strategies are commonly used by the participants, whether there is any difference in strategy choice between male and female students, whether there is any difference in strategy choice between doctoral and Master's students, as well as how these advanced students perceive and articulate their experiences to learn English in a U.S. context. The results may have both theoretical and practical implications, especially for their American professors, other Chinese graduate students, and English language education in China.