This study describes English as a Foreign Language (EFL) learners' use of vocabulary consolidation strategies and explores the connection between strategy use and vocabulary learning outcomes. This study included 218 participants who were students from five freshman English classes at a university in Taiwan. Students' self-reports on their use of vocabulary consolidation strategies were collected using Schmitt's (1997) taxonomy, and their lexical competence, short-term vocabulary retention, and long-term vocabulary retention were measured using a vocabulary levels test, a post-test, and a delayed recall test, respectively. The study results demonstrated that the use of more vocabulary consolidation strategies, particularly memory strategies that involved the higher-order thinking skills of analyzing, synthesizing, and organizing, was related to higher vocabulary levels. Little evidence was found with regard to the link between strategy use and short-term vocabulary retention as well as the link between strategy use and long-term vocabulary retention. The findings of this study suggest that although the positive impacts of appropriate vocabulary consolidation strategy use may not be significant and immediate, these strategies could greatly benefit learners' long-term vocabulary acquisition.