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ABSTRACT: This article investigates the effect of learning strategies on writing achievement in an intermediate-advanced college-level Spanish writing course, and examines the influence of the students native language and textbook on these strategies. The study was conducted with a class of 20 students that comprised nine first (L1) and eleven second/foreign (L2/FL) language speakers. The Strategy Inventory for Language Learning (SILL) provided an estimate of learning strategy use and two composition grades were used as a measure of the students' success. Additionally, the class was divided into two groups, each instructed to work with a different textbook. The following results were found: (1) on average, L1 students obtained higher grades than L2/FL students, (2) L1 students were more inclined to use affective and memory strategies than L2/FL students, and (3) use of memory strategies and writing achievement were significantly correlated, explaining 40% of the overall variability in grades. It was not possible to link the use of a specific textbook to the composition grades. Several classroom implications and suggestions for future research are discussed.