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This study analyzed the relationship among beliefs about English vocabulary learning, English vocabulary strategies, and vocabulary knowledge. The participants were 84 university students in Busan, Korea. The students were questioned about their beliefs, strategies, and vocabulary knowledge as English language learners. The data collected through two sets of questionnaires (beliefs about English vocabulary learning, English vocabulary strategies) and a vocabulary level test were analyzed by using SPSS 22.0. Among the four belief categories, the participants held stronger beliefs about the importance of vocabulary learning. The results also indicated that students used discovery strategies more frequently than consolidation strategies. A significant correlation was also found between beliefs about the importance of vocabulary and the usage of the vocabulary strategies. Of the strategies, ‘Guessing from textual context,’ was significantly correlated with the student's vocabulary knowledge, in particular. The findings can be a valuable resource to consider appropriate ways of using student's perceptions to improve English vocabulary teaching and learning practice.