This study investigates biology teacher trainees' learning strategies. Theoretical background of this study is based on memory and information processing theories. It is aimed to describe which and how often learning strategies are employed by biology teacher trainees when learning biology. The research design is qualitative phenomenological research in nature. Data were gathered through problem-centered (structured) interviews. In addition, triangulation of data sources was maintained by including observation and document analysis techniques. Data were analyzed through NVivo7 qualitative analysis software. The findings indicate that students' learning strategies go parallel with the strategies in the literature. Students indicated that they used deep-level learning processing strategies as %32.6; attention strategies as %38.1; and, metacognitive strategies as %7.73.