School failure is present in almost every school and it represents a stressful situation to any student who has had to deal with it. The goal of this paper was to analyse to what degree high school students use certain strategies for coping with school failure. Furthermore, the paper analysed the differences in the use of those strategies in terms of gender, age (class), type of school, school success and the frequency of school absence. The research was conducted in Zadar and it included 6 high schools (2 gymnasiums, 2 four-year vocational schools and 2 three-year vocational schools), i.e. it included students from first to third, or fourth, grade depending on the school. The sample was comprised of 388 participants, 149 of them were male students and 239 were female. Data was collected through a survey, including 38 items in the School Failure Coping Scale (Lončarić 2014). The content collected from the items is composed of strategies used by students when they receive a failing grade, or a lower grade than expected. The results have shown that the most commonly used strategy is Problem Focused Coping, i.e. the strategy in which the students think about the problem and try to actively solve it. In addition, Emotion Protecting Strategy was used on average or not used at all. A similar situation happens with the Ego Protecting Strategy, i.e. students usually or mostly do not use this strategy. Furthermore, regarding the differences among the students, it has been found that the Problem Focused Coping is most frequently used by students from gymnasiums, the straight A students and those who are rarely absent from school. What is more, the Emotion Protecting Strategy is mostly used by female students, 1st grade students and students from gymnasiums while the Ego Protecting Strategy is mostly used by 3rd grade students, followed by those whose average grade is a C or any lower grade and those who are frequently absent from school.