Language learning strategies and other learner variables (e.g., motivation and gender) are crucial factors affecting learning outcomes (Griffiths, 2008; Ellis, 1997). Nonetheless, scant research has been done on Taiwanese vocational high school students' English learning strategies and related individual components. Therefore, the present study aims to scrutinize students' language learning strategy use and its interwoven relationship with their individual characteristics. The study was conducted at a vocational senior high school in North Taiwan. The participants of this study consisted of 188 senior high school students. Quantitative data collected through three questionnaires were analyzed. The results of the study are as follows: (1) English-language majors used learning strategies at a medium to high level of frequency whereas non-English-language majors only utilized these strategies at a relatively low frequency level; (2) effective language learners were more intrinsically motivated and self-confident in learning English than ineffective language learners whereas ineffective learners suffered more language anxiety than effective language learners; (3) female students employed overall strategies more frequently than male students whereas it did not hold true regarding compensation and metacognitive strategies; (4) statistical correlations were found between overall strategy use and affective variables; however, language anxiety was only found to be negatively correlated with non-English-language majors' use of overall strategies. The findings of this study provide both research and pedagogical implications.