This study compares the results of a survey of vocabulary learning strategy (VLS) use and perceived helpfulness by Korean university students to the taxonomy of VLS first presented by Schmitt. VLS suggested by previous research by the author and changes in technology since the original taxonomy was compiled were added to Schmitt's list. The survey was administered online to 135 university students in Korea, primarily of Korean nationality. The results show that reported VLS use is up across the board, and the perceived helpfulness of the majority of VLS is up as well. Technological VLS are widely used for meaning discovery, but used moderately for vocabulary consolidation. Trends in the results are discussed, which suggest that learners rely on a range of VLS rather than a few core VLS. Technological VLS are common among Korean university students, though most still prefer traditional methods. Ramifications for vocabulary teaching and strategy instruction are also discussed, as well as suggestions for further research.