Language learning strategy (LLS) research has been on the decline since the mid-1990s, when there was a boom in strategy research. This decline is, in part, due to growing criticisms of categorizations of learning strategies (D rnyei, 2005), the data collection instruments used (D rnyei, 2005; Woodrow, 2005), and contradictory and questionable results (Hadwin & Winne, 1996). In more recent years some research has been conducted under the umbrella of terms such as strategic learning and self-regulation, which aim to distance themselves from the past problems of LLS research. This article uses a recent study of strategic learning to illustrate how strategy research can be conducted in the current academic environment. The study shows that research frameworks need to be context-specific rather than generalized across languages and learning tasks. The study also illustrates the usefulness of qualitative data collection instruments over previously and widely applied questionnaires.