According to Oxford (1990), Language Learning Strategies (LLS) is the specific actions the learner takes to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations. The classification of LLS separated into two categories which are direct and indirect strategies. Direct strategy involves memory, cognitive, and compensation strategy, while indirect strategy involves metacognitive, affective and social strategy. This study aimed to investigate the LLS students used in international classes at the Economics and Business Faculty of Mulawarman University and the differences in their strategies regarding grade level and gender. The researcher applied a quantitative survey method. Oxford’s (1990) Strategy Inventory for Language Learning (SILL) was administered to 173 students in three different grade levels. The research data were analysed by descriptive statistics, T-Test, and One-Way ANOVA through SPSS. The findings of this study showed that students used six kinds of LLS at a medium level, which means students use LLS consciously or unconsciously. Cognitive strategy was the most commonly used, whereas affective strategy was the least. The result of the T-Test showed differences in strategy use in terms of gender. Meanwhile, the result of One-Way ANOVA indicated no difference in strategy use regarding grade level, which means that each batch use strategy in the same portion and grade level may not impact the usage of LLS. The researcher suggested to increase the affective strategy utilization since this strategy might also could impact to students’ achievements, teachers could provide closer approaches in a classroom to support students, such as changing the social structure to create a favourable environment for supporting managing emotions.