Though the majority of research on language learning strategy use have focused on adolescents and adult learners, a growing number of researchers have dealt with the strategy use of children at the elementary school level in the last decade. The present study investigated the effects of grade level and gender on the use of language learning strategies of 133 Turkish elementary school students of English as a foreign language. Data collected by means of the Children's Strategy Inventory for Language Learning (SILL) adapted from Gunning (1997) (based on Oxford's SILL, 1990) revealed a significant relationship between frequency of strategy use and grade level, but no significant effect of gender was found in the overall strategy use of Turkish elementary school EFL learners.