This study investigated Vocabulary Learning Strategies as Predictors of EFL Freshman Students’ Written Receptive Vocabulary Size at Debre Tabor University: A Moderation Analysis of Gender and Field of Specialization. The present study employed a convergent parallel mixed-methods design, specifically, the concurrent triangulation design. The quantitative data were collected through a vocabulary learning strategy questionnaire and vocabulary size test questions, while the qualitative data were collected through semi-structured interview questions. The quantitative study of the current study employed descriptive analysis such as statistics including frequency, percentage, mean, and standard deviation, and inferential statistical analysis methods such as independent sample t-tests, Pearson product-moment correlation, and linear multiple regression analyses. Thematic analysis was applied to analyze and interpret the qualitative data. The findings revealed that EFL freshman students were medium vocabulary learning strategy users. The results also indicated that EFL freshman students used the discovery determination strategy most frequently ( mean score=2.93) and the least used strategy was the memory strategy( mean score=2.67). The independent sample t-tests result showed that no statistically significant variances of gender and field of specialization(P=.096 and .115, respectively) across the six vocabulary learning strategies. Furthermore, the findings of the current study revealed that there is a significant positive relationship between perceived vocabulary learning strategies and written receptive vocabulary knowledge among the target EFL students with the value of P= .000< .05). In addition, the overall vocabulary learning strategy preferences have a significant positive linear relationship with perceived written receptive vocabulary knowledge(R²=.0.194, F (6,349) = 13.971, P= .000< .05). Remarkably, while metacognitive, social consolidation, cognitive, social determination, and memory strategy were analyzed, only determination strategy significantly contributes to predicting students’ written receptive vocabulary knowledge. Moreover, data from the semi-structured interviews showed that some students benefit from formal VLS instruction, many rely on independent learning or receive only limited guidance, pointing to a possible lack of consistent and explicit VLS teaching within the formal education system. Finally, the findings of this study provide new insights with important implications for foreign language teaching theory, pedagogy, and methodology, both within Debre Tabor University and in broader EFL contexts