This study was conducted to investigate the role of RL (rote learning) in VLSs (vocabulary learning strategies) of Burmese EFL (English as a foreign language) students. The research addresses the need of the concrete understanding of the role of RL strategy in vocabulary learning as well as Burmese EFL learners' perspectives on RL strategy among other vocabulary memorizing strategies. Through two research instruments: a questionnaire for students and an interview for teachers, the data of this study were collected from 100 Burmese EFL learners who were from Yangon Institute of Education in Myanmar. The results of this study indicate that RL strategies are used more than other MSs (memory strategies) by Burmese students whose opinions mostly indicate that RL strategy is effective not only in initial stages, but also in higher stages of English vocabulary learning. In addition, CML (creating mental linkage) strategy is also used as a main collaborative strategy of RL in their vocabulary learning process. Considerably, the findings of this research suggest that RL strategies will continue to be applied in vocabulary learning by Burmese learners because of the five possible factors of the content analysis: Burmese cultural/educational background, EFL environment, traditional habit, national situation/examination demand, and failure to try out "the best" ways. The following are appended: (1) Student Questionnaire; (2) Teacher Interview Section; and (3) Interview Scripts. (Contains 6 tables and 1 figure.)