The aim of the present study is to investigate learners’ strategy use and teachers’strategy promotion in minority primary and secondary schools in Thrace. Minorityschools are segregated schools for Muslim students speaking Turkish L1, Pomak L1,and Roma L1. These students also learn L2 Greek and FL English at school. The EFLlearners’ strategy use was evaluated with the adapted version of the SILL 7.0ESL/EFL (Oxford, 1990) for the particular population (Gavriilidou, Bardos,Petrogiannis, Kambakis-Vougiouklis, Mitits & Molla, 2014), and the EFL teachers’strategy promotion was measured with an instrument designed to report teachers'classroom practices (Psaltou-Joycey, Penteri & Gavriilidou, 2016). It was found thatalthough students’ and teachers’ strategy use profile is not perfectly matched, thereis a level of accord in the use and promotion of metacognitive strategies.Implications of the results for the teaching/learning situation in minority educationare discussed.