The success of any teaching-learning enterprise is judged in terms of long terms gains of learners which distinguish successful from successful learners. The question which has intrigued many a researcher and practitioner in education in general and in the field of foreign language learning in particular has been whether there are certain learning strategies which successful learners use to make their learning more endurable. The research in the nature of learning strategies in the field of L2 has been a burgeoning field. Although a lot is known on the links between learning strategies and important variables in EFL educations (including proficiency level, gender, motivation, etc.), there is yet much to be discovered to clarify the definite place of language learning strategies in L2 acquisition. This research-driven book was complied to bridge a gap in this area by tackling the problem of the link and interaction between age, level of education and the use of learning strategies in L2. The audience of the book are both practitioners and researchers in the field of SLA.