In the current study, we aimed to explore what vocabulary learning strategies are employed by Saudi EFL university-level learners and what strategies EFL teachers in Saudi Arabia believe their students actually employ. We additionally intended to examine gender-based differences in the vocabulary learning strategies used by university-level learners in the Saudi EFL context. We used the vocabulary learning strategies survey with 33 items divided into nine factors. The survey was completed by 216 Saudi college-level students and 43 teachers in Saudi universities. Students reported using most vocabulary learning strategies frequently but indicated using strategies related to ‘self-initiation’ less frequently. Teachers’ ratings were significantly lower than those reported by students, but still ‘self-initiation’ was reported as the strategy that students use the least frequently from the teachers’ point of view. Moreover, female students reported higher frequency of usage than their male counterparts for cognitively demanding strategies. The results are discussed in light of recent research findings concerning the recommended vocabulary learning strategies to facilitate L2 learning.