The present paper aims to shed some light on those EFL teachers’ language learning strategy instructional practices which facilitate their learners’ identification and selection of L2 learning strategies (LLS). To investigate the LLS which teachers promoted in mainstream and Muslim minority schools in Greece, we used data elicited through a 47 item specifically-designed questionnaire. Results showed the categories of strategies that are more or less frequently promoted by the research population. Differences in LLS promotion were identified between mainstream and minority school teachers; age and teaching experience influenced the promotion of certain strategy categories (i.e. metacognitive and compensation, respectively) but no differences were found between primary and secondary school teachers or between postgraduate qualification holders and non-holders.