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The purpose of this study was to examine English learning strategies of public official job-seekers and to investigate differences in learning strategies in terms of the participants’ gender and their English proficiency. This research was done with 177 public official job-seekers (male 84, female 93) who were divided into groups of higher level and lower level by recent practice test. The Strategy Inventory for Language Learning (SILL) was administrated to all subjects. For analyzing the data. descriptive statistics and t-test were employed. The findings of the study indicated that compensatory strategy appeared to be the most used strategy among public official job-seekers, followed by memory, metacognitive, social, affective and cognitive strategy in that order. It was also found that both male and female public official job-seekers showed the higher mean scores on compensation strategies and memory and metacognitive strategy, except affective strategy. There appeared to be a statistically significant correlation between English higher level and the use of compensation strategy. The results showed that public official job-seekers with higher English level tended to use compensation strategy more frequently.