This article reports the results from the main study of a large-scale project focusing on language learning strategy use in Greece. Using the Strategy Inventory for Language Learning adapted in Greek, this study examined reported frequency of strategy use by 4932 students attending Greek mainstream or minority elementary and secondary schools. Results indicated that students attending minority schools demonstrated higher mean scores (representing frequencies of use) in all six types of language learning strategies. It was also found that the elementary school students demonstrated higher mean scores in all six language learning strategies factors. Results are discussed with regard to the reasons behind the relationship between the type of school, educational level and strategy use.