This article assesses the language learning strategies (LLSs) used by 194 high school and 184 university English-as-a-foreign-language (EFL) learners in Palestine, using Oxford's (1990) Strategy Inventory for Language Learning (SILL). It also explores the effect of language proficiency and gender on frequency of strategy use. The findings show that proficiency level and gender have a main effect on overall strategy use, but their effects on the use of each of the six categories of strategies and individual strategies are variable. The findings have significant implications for research on LLSs, classroom instruction, materials design, and teacher preparation. (Contains 7 tables.)