The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics, while Hong Kong was rated at the top of the list. The HLM analysis was implemented at the student level, as well as at the school level. The results show that controlling for other variables, in Israel, memorization strategies had the most significant negative contribution for the prediction of ML achievements, whereas in Hong Kong the control strategies had the highest contribution. These results suggest that overemphasis on memorization does not necessarily contribute to ML achievement. Yet, the efficient use of control strategies may contribute to higher achievements. The theoretical and practical implications of the study are discussed.