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It is becoming increasingly difficult to ignore the influence of the use of learning strategies on second language proficiency. So far, however, there has been little discussion about the relationship between second language pronunciation proficiency and pronunciation learning strategy use. In addition, no research has been found that surveyed the relationship between pronunciation ability and the particular pronunciation learning strategy use. The main objectives of the study discussed in this book, therefore, were to a) give a detailed picture of the pronunciation learning strategy use of Turkish university students learning English; b) investigate the relationship between pronunciation ability and pronunciation learning strategy use; and c) examine the ways a number of other variables may relate to pronunciation ability and pronunciation strategy use. This book is expected to be useful to graduate students conducting academic research and teachers of English who have a zest tomake use of what research brings for their classrooms. Five separate chapters following the traditional quantitative research method try to shed more light on the idea of pronunciation learning strategies.