This is the first study that compares the reported use of language learning strategies (LLS) of learners and teachers. The data come from answers in questionnaires completed by 3356 learners of EFL and 63 EFL teachers in primary and lower secondary schools in Greece. The learners’ questionnaire was an adapted Greek version of the Strategy Inventory for Language Learning (Oxford 1990), while the teachers’ questionnaire was a newly developed instrument to assess reported teachers’ promotion of LLS in the classroom. Results indicate a statistically significant difference between the teachers and the students regarding all LLS categories. Teachers report high LLS use, while learners report medium LLS use. On the other hand, there was no significant effect of level of education (primary/secondary) on LLS use.