Idioms are powerful figurative expressions that can convey very complex thoughts through just a few memorable words, which makes them very useful in both spoken and written discourse. The present study investigates the relationships between Croatian EFL learners’ attitudes towards idioms, learning strategies they utilize to acquire unknown idioms, their gender, academic performance, and experience in English. For the purpose of this research, a questionnaire and idiom quiz were designed and administered to a sample of 96 students of the 1st and 2nd year BA programme at the Department of English at the Faculty of Humanities and Social Sciences, University of Osijek. The findings reveal that the majority of the participants have a positive attitude towards learning idioms and they tend to employ a variety of different learning strategies while acquiring new idioms. The idiom learning strategies that were reported to be the most successful and thus most used were inferring the meaning from context, frequent repetition and a combination of visualization and verbal information. The statistical analysis suggests that there is a statistically significant relationship between gender and learning strategies, while gender does not have a significant role in the participants’ attitudes towards idioms. The participants’ academic achievement, on the other hand, seems to be positively connected only with their attitudes towards idioms and not with the applied idiom learning strategies. Additionally, the findings have shown a positive correlation between the attitudes and learning strategies, which suggests that learners with a more positive attitude towards idioms will also employ more idiom learning strategies.