ABSTRACT The purpose of this study was to conduct a study on the grade 12 students’ awareness and use of vocabulary learning strategies in EFL classes at Mekane Eyesus Secondary and Preparatory School. To conduct this study, qualitative method was employed due to the nature of the research problem. The research type used in this study was descriptive method. In the selection of the sample population, systematic method of simple random sampling was used. The population of the study were Grade 12 students who were enrolled in the year (2009 e.c) and the five EFL teachers of Grade 12. As it was impossible to incorporate all students in this study, the researcher needed to use sample students that were taken from the total population of the study. Out of the total population of 841 students, 120 (14%) students were selected using systematic method to participate in the study. According to Gall, et al (1996) and Leedey (1980), in descriptive research, it is common to take sample 10% to 20% of the population of interest. Hence, 120 students were all selected for questionnaire. Furthermore, the six students were randomly selected from those120 students and the 2 EFL teachers who taught English were selected for interview to obtain insightful data. Data were collected using the three instruments which were the questionnaire, interviews and observations. The data obtained from the two subjects through these three data gathering instruments were analyzed using descriptive analysis method. The findings of the study were reported using numbers and percentages. The findings of this study indicated that the main users of vocabulary learning strategies employed only a few vocabulary learning strategies positively. Despite their good language learning, the use of their vocabulary learning strategies was low. Among the major factors affecting the use of students’ vocabulary learning strategies, inability of the use of vocabulary, inability of the practice of vocabulary, inappropriate use of vocabulary, incorrect use of pronunciation and stress, lack of vocabulary knowledge, and incorrect useoftranslation and the like were the major ones. Finally, summary, conclusions and recommendations were forwarded based on the findings of the study so as to minimize problems encountered and to maximize the use of students’ vocabulary learning strategies.