The use and effectiveness of Language Learning Strategies (LLSs) are thought to be shaped by personal variances as well as environmental and contextual factors. Given the intricate and dynamic characteristics of LLSs, a qualitative research approach is fitting for investigating this topic. This paper details the qualitative findings from a multiple-case study on English learning strategies among university students in the context of an English-medium university and complements earlier quantitative research on the topic (Luo et al., 2024). The data was gathered from semi-structured interviews. Findings show that the construction of students’ LLRs is profoundly influenced by significant others and their individual interest. There is considerable diversity in the size of LLS repertoires among learners as well as significant variation in their preference for dominant LLSs and their usage. The transition to an English-medium university environment has transformed participants’ perspective of the language from a distinct subject to a vital tool for acquiring professional knowledge. As a result, they place a greater emphasis on enhancing their speaking and writing skills. However, most learners lack affective strategies to manage their speaking anxiety. This study not only enhances understanding of students’ LLSs but also yields some important pedagogical implications.