Justification: Learning in high school faces challenges due to the diversity of content and teaching methods, making it necessary to understand how students optimize their studying and perceive their outcomes. Objective: To analyze the use of study strategies among high school students and their relationship with perceived learning effectiveness, considering cognitive, metacognitive, and affective dimensions. Methodology: Quantitative, non-experimental, cross-sectional, and correlational design with a sample of 183 students. Two questionnaires validated by expert judgment and reliability of α = .964 and α = .973 were applied. Results: The frequency of study strategy use was moderate (M = 51.13), with no marked differences among cognitive, metacognitive, and affective dimensions. Regarding perceived effectiveness, students reported a moderately high rating (M = 67.98), slightly highlighting the academic performance dimension. A significant correlation was also found between strategy use and perceived effectiveness (r = .959; p < .01), as well as correlations among dimensions, especially between metacognitive strategies and comprehension/retention. Conclusion: Systematic use of cognitive, metacognitive, and affective strategies is associated with higher perceived learning effectiveness, reinforcing the importance of implementing guidance programs that strengthen self-regulation, planning, and academic motivation in high school students.