Learning a language necessarily includes acquiring its vocabulary. Nonetheless, to successfully obtain a wide range of vocabulary is a great challenge that many language learners have to struggle. In dealing with such a problem, vocabulary learning strategies (VLS) is of utmost importance. The present study is an investigation into the VLS adopted by first-year and second- year students majoring in English language in the University of Languages and International Studies (ULIS). The project is aimed at figuring out prevalent strategies among these particular students, as well as comparing the use of strategies between freshmen and sophomores. Following that purpose, the method considered appropriate for conducting the research was to adopt the quantitative research design. Thus, a questionnaire was sent to first-year and second-year students in the Faculty of English Language Teacher Education (FELTE) in ULIS. Results from the data analysis of 340 survey responses revealed that the majority of the most common VLS belong to the group of cognitive strategies. It was also discovered that FELTE sophomores are more aware of adopting strategies in vocabulary learning than freshmen are. The study is hoped to help FELTE students take advantage of various VLS in their English study, along with providing implications for further research.