To alleviate the inefficiency of foreign language learning, there has been a prominent shift with in the field of language learning and teaching over the last twenty years with greater emphasis being put on learners and learning rather than on teachers and teaching. In most of which, the primary concern has been on identifying what good learners report they do in learning a second or foreign language. This is because learners adopt a number of strategies in coping with language learning. As different students use different strategies to learn the language, the poor language learners can have benefit from the report of good language learners'' strategies. Thus, this book attempts to identify vocabulary learning strategies that good and poor achievers use. It also tries to see the relationships between strategy uses and learning achievement. The book, therefore, will attempt to provide answers to the following specific questions. What strategies do good and poor students use to learn vocabulary? Is there a significant strategy difference between good and poor students? Is there any relationship between strategy use and learning outcome?