Language learning strategies and factors affecting them have been under close scrutiny since 1975. Meanwhile in this process factors remaining somehow intact are socioeconomic status ones. Thus, this study investigated the relationship between socioeconomic status (SES) of Iranian EFL learners and their use of language learning strategies (LLS). The participants of the study filled out two instruments, the 50-item Strategy Inventory for Language Learning and the standard questionnaire of determining the socioeconomic status of students residing in Tehran. Then a MANOVA was conducted to reveal the results. The results showed that language learners’ socioeconomic status influences the frequency and selection of language learners’ strategies.