Research suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.