Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a different strategy in line with their own needs. In this study, it was aimed to determine the vocabulary learning strategies of the students in Gaziosmanpasa University Turkish Teaching and Application Center (TÖMER). The general screening model was used in the study. Natpassorn Riankamol's 25-item Questionnaire of Vocabulary Learning Strategies was applied to 22 students at level A1. The questionnaire was based on Schmitt's Taxonomy. Schmitt's taxonomy (1997) is a comprehensive inventory of vocabulary learning strategies. He divides the strategies into two groups: the ones to determine the meaning of new words when learners encounter them the first time, and the ones to consolidate meaning when learners encounter words again. The former group contains determination and social strategies and the latter contains cognitive, metacognitive, memory and social strategies. Schmitt includes social strategies in both categories since they can be used for both purposes. The data was analyzed using frequency, percentage and averages. As a result of the research, it was seen that the students' language levels were effective in determining the vocabulary strategies they used. Students used determination strategies the most while using cognitive strategies the least.