This study sought to explore the role of language learning strategies (LLSs) in Iran as an EFL context. The major objective was to find out the strategy use of Iranian EFL learners and the possible influence of their educational level and gender on their reported strategy use. Ninety-seven EFL undergraduates studying at Payame Noor University of Guilan participated in the study. A self-reported inventory, Strategy Inventory for Language Learning, was used to determine the participants’ perceived strategy use. The findings revealed that the participating EFL learners were medium strategy users irrespective of their gender and educational level. The reported LLSs which had the highest frequency were metacognitive, compensation, social, and cognitive strategies respectively. Memory and affective strategies were found to be the least frequent ones. The results of the ANOVA indicated that the differences between the educational levels were significant for metacognitive strategy use only. Except for the observed difference between sophomores and juniors, the differences between sophomores and seniors and juniors and seniors were statistically significant. Furthermore, gender differences were not found to be statistically significant. The results of the study highlight the significance of LLSs and also confirm that educational level is a determining factor in strategy use.