Although there is robust research on vocabulary learning strategies (VLSs), little is known about the strategies that learners use in pair work. Therefore, this study examines the VLSs employed by 40 Saudi undergraduate students whilst working in pair tasks. This study also investigates whether there is a relationship between using certain strategies and the type of task undertaken. Two tasks were used: reading comprehension with multiple-choice questions and reading comprehension with 'filling in the gaps'. All the pairs' conversations were audio recorded. The results showed that there were mainly three VLSs used in the pair tasks: "asking for help from the other student", "guessing the meaning from context" and "using a dictionary". Also, there was a statistically significant relationship between the task type and certain strategies including asking for help and guessing the meaning from context strategies.