This study aimed to examine the relationship among language learning strategies, critical thinking skills and self-regulation skills of preparation class students. In this process, students were interviewed and courses were observed so as to profile students' management of learning situations and their awareness for these strategies through a semi-structured form composed of open-ended questions developed by the researcher based on expert opinion. The research used mixed methodologies. For the quantitative study, the findings show statistically significant results when sub-dimensions of LLS were compared to the ones in self-regulation and critical thinking skills using the students' gender, department, and education type (daytime-evening education) as variables. For the qualitative study, by use of extreme case sampling, on the basis of the average points of the mid-term exam marks students got throughout the academic year, 10 students who had the highest grades and 10 students who had the lowest grades were interviewed. Using the same sampling method in the school, students of two classrooms--one which had the highest grade average and the other which had the lowest grade average were observed. It was observed that behaviors such as encouraging oneself, asking questions, practising, mental linking, problem solving, are more prevalent characteristics of learners in the classroom with the highest grade-point average than the students in the classroom with the lowest grade-point average.