Vocabulary learning is one of the most important elements in the course of learning a foreign language. Vocabulary learning strategies form a part of general language learning strategies which can be used in order to acquire new lexical items more effectively, as well as improve learning. The goal of this thesis was to examine the type of vocabulary learning strategies (VLS) used by English and German high school learners in Croatia. In addition, differences between the two languages, as well as the possible existence of differences among grade levels in using certain vocabulary learning strategies were examined. The results of the research showed that English language learners use ‘spontaneous (incidental) VLS’ the most when acquiring vocabulary, while German language learners use ‘formal vocabulary learning and practicing strategies’ and ‘spontaneous (incidental) VLS’ the most. When it comes to the differences among the two languages, the results showed that German language learners use more ‘formal’ and ‘independent (self-initiated) VLS’ compared to English language learners, while English language learners use more ‘incidental VLS.’ Finally, the research indicates no statistically significant difference in the use of different VLS at different final grades levels among English and German language learners.