The history of language teaching shows that mainly the grammar was the principal focus of second language instruction. However, recent research shows that vocabulary also plays significant role in the acquisition of the second language. Learning strategies, together with factors such as age, gender and attitudes belong to the category of individual differences which can significantly influence L2 learning. The aim of this research was to investigate the vocabulary learning strategies used by learners of different ages (elementary and high school students of English). In addition, factors such as attitudes, gender and grade levels were also taken into consideration. The instrument for this research was Vocabulary Learning Strategies Questionnaire for Elementary School Students (VOLSQES) proposed by Pavičić Takač (2008). When it comes to attitudes, elementary and high school students showed similar results. On the other hand, the differences were noted in terms of gender, where female students displayed higher levels of formal and incidental vocabulary learning. Apart from that, higher levels of incidental vocabulary learning were found among high school students in comparison to elementary school students. Finally, students with higher grade levels also displayed higher levels of incidental vocabulary learning.