The present study aims at investigating the role of context of learning in language learning strategy use among Iranian EFL learners. To conduct the study, 224 learners were chosen at the contexts of pre-university, private school, and university. Using Oxford's Strategy Inventory for Language Learning (SILL), the researchers investigated EFL learning strategy use among the participants of the study. The results showed that there was a significant difference in using cognitive, metacognitive, affective, social strategies and overall use of learning strategies among learners in these contexts and also there was a significant relationship between gender and strategy use just in the context of private school. The results of the study showed that metacognitive strategies were favored most by learners in these three contexts and affective strategies were favored least in the contexts of pre-university and private school and memory strategies were favored least among university students.