L2 acquisition is a complicated process in which many parameters intertwine. Reported strategy use in L2 learning has been extensively researched in relation to factors that are likely to determine it, such as positive attitudes towards English as a foreign language (EFL) learning. In this paper, we investigated another potential determinant of reported strategy use, international orientation, based on the concepts of international posture [Yashima, T. (2009). "International posture and the ideal L2 self in the Japanese EFL context." In Z. Dörnyei & E. Ushioda (Eds.), "Motivation, language identity and the L2 self" (pp. 144-163). Bristol: Multilingual Matters] and ideal L2 self (Dörnyei, Z. (2005). "The psychology of the language learner: Individual differences in second language acquisition." Mahwah, NJ: Lawrence Erlbaum], alongside attitudinal factors (importance and enjoyment of learning) and environmental factors (parents' EFL knowledge). Based on quantitative data from 329 Greek secondary school students, we employed confirmatory factor analysis to test whether international orientation fully or partially mediates intended learning effort as illustrated by strategy use. We concluded that international orientation partially mediates parents' EFL knowledge, as assessed by their children, and attitudes to language learning to predict motivated strategy use. We discuss pedagogical implications of our findings.