The aim of this study is to identify Vocabulary Learning Strategies (VLS) that seem to be used more frequently by Saudi undergraduate English as a Foreign Language (EFL) students and to discuss the sub-strategies amongst the main five strategies identified by Schmitt's (1997) taxonomy of VLS. The population sample of 94 undergraduates was selected from Al Jouf University with the use of quantitative survey methodology. The questionnaire was designed based on Schmitt's (1997) taxonomy, with minor modifications. The findings reveal that Saudi undergraduate EFL learners highly preferred social strategies and, to a lesser degree, cognitive, meta-cognitive and determination strategies. It appears from this small sample size that memory strategies are the least preferred. From the sub-category strategies that appeared to be most preferred from the field work, our findings indicate that.