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The purpose of this study is to investigate the relationship between Vocabulary Learning Strategies (VLS) and vocabulary proficiency of high school students. In order to achieve this purpose, Schmitt (1997)'s VLS questionnaire and Gu & Johnson (1996)'s meta-cognitive strategies were administered to 100 high school students. After that, three types of vocabulary tests (Korean translation, receptive vocabulary knowledge, and productive vocabulary knowledge) were administered to the same students. The findings of the study are as follows: 1) The most preferred strategy was the meta-cognitive strategy and the least preferred one was the memory strategy. 2) These three types of vocabulary tests show statistical differences among English proficiency levels, and the scores of the productive knowledge test were significantly lower than the other two types. 3) There was a statistical difference mostly between the advanced and the beginner groups in using four strategy (the determination, memory, cognitive, and meta-cognitive) groups. However, there was no statistical difference between the advanced and intermediate groups in all the strategy groups. 4) There was a statistical difference between genders in using determination strategy. The findings of this study indicate that students in different vocabulary proficiency levels should be trained according to their appropriate VLS.