AbstractThe challenge to improve the students’ performance and the effectiveness of professional training has been significant in many countries; while the Bologna reform in the European educational system provides an answer, each European country has its own opinion and experience about it. This is particularly relevant with Romanian students studying foreign languages who have developed their own learning strategies according to personality, biography and situational factors (Oxford -1990). The literature mainly records three types of language learning strategies: metacognitive, cognitive and socio-affective. It goes on to postulate of uttermost importance, learning strategies should be paid particular attention to, in that the trainer could facilitate students’ improving both strategies and performance in foreign language learning. A questionnaire is applied to 50 Foreign Language students in order to provide data on their favourite learning strategies. The results are very important as they help teachers improve these learning strategies so that the students could reach the competence level stipulated at the end of the first Bologna cycle, according to the Common European Framework of Reference for Languages. Data processing results are analyzed and showing the students’ styles of learning and so help trainers to get involved in altering these strategies and increasing their autonomy in learning. This study aims at encouraging students to develop the communicative competence in second language acquisition by providing them with the necessary means in order to become successful learners. The results demonstrate that autonomy may increase by making students aware which are the best learning strategies for them.