The purpose of this study is to shed light on the frequency of the use of cognitive and metacognitive vocabulary learning strategies employed by undergraduate students. To achieve this, a vocabulary questionnaire developed on the basis of Oxfords'(l990) SILL, Wendens'(l987) classification of strategies, and Johnson and Gu's (l996)VLQ was administered to 231 TEFL and non-TEFL undergraduate university students. The analyses of the questionnaire indicated that on the whole Iranian university students favor cognitive strategies in the process of vocabulary learning. It was also found that students' major has a significant main effect on the choice of strategies. The results suggest language practitioners teach strategies to EFL learners and motivate them to use these strategies in their language learning process to promote learning.