This study was conducted to inquire into the relationship between learning strategies and academic performance in 42 students of Electronics and Mechanics in professional education. It was a quantitative study, with a descriptive and correlational design. All the participants were administered the acra test, which assesses learning strategies (information acquisition, recovery and support to processing strategies). The authors also gathered data on the sample's academic performance in technical subject matters related to mathematics. The results of Pearson's correlational coeficient do not show a significant correlation between the two variables. From this finding, as well as the descriptive results, it can be concluded that, although young learners have some knowledge on learning strategies and their use, such knowledge is not reflected on their academic performance. Therefore, the authors posit the challenge of studying how learners have used the strategies, correcting when necessary, and advancing in their automatization.