Abstract Students The current study investigated the types of learning strategies used by Omani grade ten students when learning grammar. It also explored the differences between students of different proficiency levels in using grammar learning strategies. In addition, it looked at the differences between males and females in using grammar learning strategies. Moreover, the study examined the interaction between proficiency and gender in students' use of grammar learning strategies. In order to gather data about students' grammar learning strategies, the researcher used a questionnaire consisting of thirty eight items. The questionnaire included three types of grammar learning strategies which were cognitive, meta cognitive and socio-affective strategies. The researcher also used a focus interview in which twelve grade ten students were asked six questions about grammar • learning strategies. The present study revealed that grade ten Omani students used the three types of learning strategies to different extents. The study showed that Omani tenth graders used meta-cognitive strategies more frequently than cognitive and socio-affective strategies. It was revealed that proficient students used more meta cognitive strategies than less proficient students. Moreover, females were found to use more cognitive strategies than males. In addition, no significant interaction was discovered between proficiency and gender in students' use of grammar learning strategies. Based on the findings of the present study, the researcher provided some implications and recommendations for further research