The English Language Growth (ELG) Project was conducted in five Australian universities in 2008-09 to address the on-going English language development of international students from non-English speaking backgrounds. Using an online survey inviting both qualitative and quantitative responses, 798 international students provided a rich source of data. Students provided information on their attitudes, motivation and beliefs about language learning, their strategies for improving their language skills, and their strategies for academic learning. The study shows that students employ a considerable range of academic and language learning strategies to improve their English. Of the academic learning strategies the authors have noted evidence of social strategies, such as creating or joining study groups and participating in tutorial discussions. Numerous cognitive learning strategies were offered by the participants, ranging from simply making lists and learning by rote, to reading as widely as possible and preparing for classes. The metacognitive strategies of organisation, planning, and self-evaluation were less frequent in the qualitative data which suggests a need to promote these strategies within university support services and within faculties.