The present study draws on the socio-cultural theory to investigate how 11th grade English foreign language students enhance reading achievement through vocabulary learning strategy training in Ambessame Preparatory School. Vocabulary learning strategy use has been regarded a fundamental element of learning in English foreign language reading classes. However, in the present situation, the students are not using these strategies at a feasible pace that will help them develop reading comprehension sufficiently. Therefore, this study designed to examine effects of vocabulary learning strategy training on students’ literal and analytic reading comprehension and vocabulary learning strategy use. In line with this, quantitative data was drawn using questionnaire to collect data about vocabulary learning strategy use and the tests also used to collect quantitative data about the students’ reading comprehension achievement. This study was conducted based on a quasi-experimental design: pretest-posttest design. The experimental group and control group were assigned randomly into experimental and control groups. From 386 11th grade students, who were selected based on available convenient sampling, 95 grade 11 natural science students in two sections were selected as a participants using purposeful sampling technique. These sections were randomly assigned into experimental group (47) and control group (48). Since the collected data were quantitative in nature, the analysis method was employed quantitatively. Therefore, independent and paired sample t-tests were also used to determine the difference between the two groups and the improvement in each group in their reading comprehension achievement respectively. However, one sample t-test was employed to check the improvement of vocabulary learning strategy use. The result of the t-test showed that the experimental group outperformed the control group in their reading achievement since the experimental group received training in vocabulary learning strategy use. Similarly, vocabulary learning strategy uses showed improvement in the experimental group. Generally, findings advocated that the presence of the training improved reading achievement and ability to use vocabulary learning strategy uses effectively.