Strategy use in English learning has been associated with the efficiency of language learning.This study aims to investigate the relationship of learning strategies to the results of CSEPT and the comparison of strategy use between students of English major and other language majors such as French, Japanese, German, and Spanish in a university of Southern Chinese Taiwan.The participants were 510 freshmen of the university, majoring in English, French, Japanese, German, and Spanish.The participants were divided into two groups (English major and other language majors).Participants took the College Student English Proficiency Test (CSEPT) before the questionnaires of learning strategies (SILL) were filled out.SPSS was used to run T-tests to analyze and present the results of the data.The results indicate that there is significant difference in the scores of CSEPT.The scores of CSEPT of English-major students are evidently higher than those of other language major students.It is found that there are significant differences between English-major students and other languagemajor students in the choice of learning strategy use.English-major students tend to apply more cognitive strategies, metacognitive strategies and social strategies than the students of other language majors.On the other hand, students of other language majors tend to apply more memory strategies and compensation strategies.Besides, the results indicate there is no significant difference in the use of affective strategies between these two groups of students.