The present study investigated the (un)conscious uses of learning strategies by male EFL learners taught in two different methods. 160 intermediate EFL male students in different age groups participated in this study, 80 from the Iran Language Institute (ILI), an audio-lingual based institute, and 80 from the Shiraz University Language Center (SULC), a communicatively-oriented institute. To gather the necessary data two types of instruments were used: An Oxford Placement test (Allan, 1985) to elicit the participants' level of proficiency and the Strategy Inventory for Language Learning (SILL, Oxford, 1986) to assess the frequency with which the students use the six types of learning strategies. Also to raise the subjects' consciousness regarding the use of strategies, each experimental group was instructed before completing the questionnaire. The results obtained from the trained groups revealed that in four types of strategies; that is, cognitive, compensation, affective, and social, the SULC students were better users. In the other two types; meta-cognitive and memory, the ILI learners benefited more. Also the trained students in each institute outperformed the untrained in the use of all types of strategies.