Teaching of English as a second language is still a teaching dilemma for English language teachers in Malaysia. According to Feng (2023), students only learn English in the classroom and due to the lack of supervision by teachers, the knowledge they gained in the classroom was easily forgotten. One of the reasons is because the teaching techinques and methods that applied by the teachers do not support the student language learning. This is supported by a study done by Mupa and Chinooneka (2015) that found teachers do not prepare various methods had contributed to ineffective teaching and learning in schools. Therefore, the purpose of this research is to identify language learning strategies (LLS) used among Year 6 students from rural area primary schools located in Tenom, Sabah. The respondents were purposely selected to respond to the Strategy Inventory for Language Learning (SILL). The data were collected and analysed descriptively. After completion of the study, the most frequently used LLS by the Year 6 students were investigated. Besides, the least frequently used LLS were also examined. Data collected revealed that the majority of respondents preferred to use memory and compensation strategy to enhance their language learning. The study also revealed that the least preferred LLS by the respondents were metacognitive strategy and affective stategy. The findings and implications of this study may benefit ESL teachers and educators in rural areas to increase the effectiveness of their own language teachings and pedagogies.