The primary focus of the thesis is placed on the investigation of the relationship between language learning strategies and language learning efficiency. The major objective of the study is to identify differences in language learning strategy use between successful and less successful Hungarian secondary grammar school students. More precisely, the research was conducted with the aim of (1) examining whether there are differences in overall strategy use between effective and less effective students, and (2) investigating whether there are differences in the use of the six main strategy categories (memory, cognitive, compensation, metacognitive, affective, social) between successful and less goal of the study (3) is to determine whether there is any kind of relationship between language learning strategy use and success in foreign language learning.