This paper explores and compares the language learning strategies of high and low performing second language (L2) learners participating in peer tutoring. The participating learners were grouped into high and low performing learners based on their scores in English second language. The classification of strategies by Griffiths into base, core and plus strategies was used to gain an in-depth understanding of the strategies used by the high and low performing second language learners. A descriptive research design was used to identify and interpret the strategies which the learners used in this study. Sociocultural theory was applied to frame and understand the results of this study. The results show that the learners used strategies at a high frequency and that low and high performing learners prefer different types of strategies. It is evident that high performing learners predominantly use cognitive and metacognitive strategies while low performing learners predominantly use social and memory strategies. These findings confirm Vygostky's sociocultural theory, which postulates that learning begins as a social activity but progresses into an internalised activity when the individual is able to self-regulate. The implication of these findings is that L2 learners need support through constructivist social interaction to enable them to transition from other-regulation and social regulation to self-regulation to enhance their L2 performance.