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The purpose of this study was to measure the extent awareness of learning strategies among high school students (literary and scientific). It also aimed to identify the relationship between the degree of " strategy importance " and " strategy use ” and to investigate the significant differences of awareness of strategy importance and strategy use due to the variable of gender and stream and the interaction between them. The sample of the study included (194) students who were enrolled in the schools of the ministry of education in Ma'an. A 35 – item scale was developed for measuring the students' learning strategies. The researchers used means, standard deviation, rank, Pearson correlation coefficient, and two way anova. The study revealed the following findings: - The students awareness of strategy importance was middle ( X= 2.80), while the strategy use was low (X = 2.46). - There was a significant positive correlation between "strategy importance "and" strategy use ". - There were no significant differences (0.5 >α ) of awareness of importance strategies due to the variable of gender and stream. But there were significant differences (0.5 ≥ ) on awareness of importance strategies due to the interaction between gender and stream. - There were no significant differences (0.5 >α ) on strategies use due to the variable of gender and stream, and the interaction between them. The study concluded with a number of related recommendations and suggestions, some of which is for teacher to focus on teaching the learning strategies to their students in order to understand the cognitive experience.