The focus of this study is on teaching vocabulary learning strategies by the English teacher in the four governmental high schools (Tana Haik. Fasilo, Ghion and Zuria Woreda), located in Bahir Dar. The study aims lo survey vocabulary teaming strategies that 1Fere believed to be most, least and moderately important by grade 9 and l 0 English teachers leaching in the aforementioned high schools; and 10 assess whether or 1101 the teachers use vocabulary learning strategies effectively. This study addresses the issue of VLS.from the teachers "point of view. The participants oft he study 11•ere 35 grade: 9 um! grade I 0 English language teachers and 200 grade 9 and grade I 0 students. Questionnaires am/ interviews, which were based on Schmitt •s (1997) taxononiv of vocabulary learning strategies, were utilized for gathering data. To analv:e the data collected frequencies and percentages were made use of through computing ~.Js a result, the study found 0111 that S97J1e vocabulary learning strategies like .1y11011Jms and antonyms, guessing and using new words in sentences were believed to be highly important by the teachers; and it was investigated that flash card, dictionary. translation and semantic mapping strategies were not given much attention by the teachers as they were thought 10 have little importance. In addition, vocabulary !coming strategics like extensive reading word grouping and asking others were considered to he moderately important.It 1rns also discovered that sample students' responses ll'ere incompatible with that of the teachers Furthermore, it 1vas realized that the teachers did not have an organized approach 10 applying vocabulary learning strategies in their teaching.