A study investigated (1) whether Japanese learners of a second language have the same learning strategies as other groups previously studied, and (2) whether the experience of studying or living abroad affects learning strategy use. Subjects were 24 Japanese third-year college students, learners of English as a second language who were studying in England. Data on learning strategy choice and use were gathered from students using an inventory of language learning strategies, and from teachers using a survey of teaching strategies employed and their perceptions of Japanese students' language learning strategy preferences and use. Students were surveyed during the first and eighth weeks of an intensive English course. Results indicate some learning strategies were not used, which is attributed to: influence of English teachers in Japan; characteristics of the Japanese language; and level of English ability. Students tended not to use strategies not learned in Japan, and many had learned strategies from teachers in Japan. Learners' sex, integrative motivation, and instrumental motivation affected choice of strategies significantly, but major, personality, and proficiency did not. Experiences of both studying and living abroad also affected strategy choices significantly. Appended materials include data tables and the questionnaires in both English and Japanese. Contains 47 references. (MSE)