The present study investigated vocabulary learning strategies used by Omani female students in Muscat region. The study also attempted to investigate the significance of linguistic level and stream of those students to strategy use. It was undertaken with 700 students from two linguistic levels preparatory and secondary) and two streams ( arts and science). Data were collected by a questionnaire in which students answered the frequency of 46 strategies. These strategies were grouped into four categories ( memory, cognitive, metacognitive and social strategies). Descriptive statistics indicated that Omani female students moderately use vocabulary learning strategies. They use metacognitive strategies most followed by cognitive and social ones. Memory strategies were the least commonly used among participants. Regarding the level, the findings revealed that the use of vocabulary learning strategies changes across linguistic level. Preparatory students use cognitiv and memory strategies more than secondary students do, whereas no significant difference was found between the two levels in the use of metacognitive strategies. The effect of stream on the use of strategies was apparent in only one category. Findings showed that science students use metacognitive strategies, more than arts students, but no significant differences were found between the two streams in the other three categories. On the basis of these findings some recommendations are proposed at the end of the study.