Understanding a second language entails not only the transmission of information from educators but also the learner's individual attribution of meaning within their mental framework. It is essential to comprehend Turkish as a second language, along with the distinctive characteristics and related vocabulary building skills. This study aims to detect the comprehension of the target language by Turkish as a second language learners in relation to the vocabulary learning strategies they use. For this purpose, the vocabulary learning strategies preferred by the students who learn Turkish as a second language in 10 different universities in Türkiye were examined in detail. In the study, the ‘Vocabulary Learning Strategies Scale’ adapted based on the ‘Language Learning Strategies Inventory (SILL)’ developed by Oxford (1990) was utilized. The strategy preferences revealed in the quantitative findings and qualitative open-ended interview forms were also analyzed comparatively using a mixed method. The students' average vocabulary learning strategies within the current investigation were determined to be at a moderate level (X>2.5). The results demonstrated that emotional strategies were more frequently utilized in vocabulary strategies for acquisition. The study examines which types of vocabulary acquisition strategies are referenced in the quantitative data and which are omitted, through content analysis in the qualitative dimensions.