Language Learning Strategies (LLSs) may be employed differently by male or female students to facilitate learning. Therefore, how LLSs may differ according to gender should be further investigated. This research aims to measure LLSs employed by students majoring in the English Department of a university in Yogyakarta, Indonesia. One hundred sixty-four (164) first-year students were given a SILL questionnaire. The findings revealed that the employment of the six learning strategies was relatively similar as all of them fell into the moderately employed category. The strategy which had the highest mean score was for metacognitive strategies (M=2.94) followed by compensation strategies (M=2.65), cognitive strategies (M=2.50), affective and memory strategies (M=2.43), and social strategies (M=2.33). The result of the t-test analysis showed that the employment of LLSs according to gender was not significantly different between male and female students (p = 0.141, p > 0.05; t = 1.481). The study discussed the possibility of the absence of the difference and concluded by proposing some implications.