The aim of this thesis was to examine how ESL teachers in Croatia foster development of language learning strategies in their students. The study looked at their approaches, education, opinions and experiences with learning strategies and has also touched upon their attitudes on cross-curricular topic Learning how to learn. The theoretical part of the study includes a short overview of history of language learning strategies, their position in 21st century, an overview of the cross-curricular topic and a summary of previous studies on this topic. The research part includes the current study and its aims, sample, instruments, procedure and findings. The study was conducted in Croatia in two parts. The first part was a semi-structured interview with four EFL teachers which served as a pilot study and a basis for a questionnaire, which is the base of the present paper and the main study. The results showed that teachers in Croatia have positive attitudes towards language learning strategies and that they instruct them regularly and in different manners taking into account individual differences. They are also familiar with the cross-curricular topic Learning how to learn and regularly teach its contents. Teachers' education on language learning strategies mostly comes from professional education and their own research and they readily try new approaches and strategies. However, the study indicated that teachers lack in their assessment of their students' use of strategies and ways to test this segment of curriculum.