This study mainly aims to investigate the preferences of language learning strategies by English Language Teaching Department students. Oxford's five-scale Likert type inventory, consisting of 50 items on the use of language learning strategies, was administered to 189 participants at the ELT department of C¸anakkale Onsekiz Mart University, Turkey to identify the impact of gender, class, and period of English study on the use of strategies. Descriptive statistics indicated that the participants mostly preferred compensation and metacognitive strategies. Controversy, affective and social strategies were the least preferred strategies by the participants. A significant difference was found between preparatory class and 3rd year students in terms of use of strategies. However, t-test and post hoc test did not indicate significant differences among the participants in terms of their gender, age, and period of English study.