This investigation presents the results of the evaluation of the learning strategies of 10th-grade students, to focalize the factors involved in their school learning process. The employed design in this investigation is Quantitative, cross-sectional descriptive. The sample consisted of 30 10th-grade students, to whom the test, Diagnostic Questionnaire for Learning Strategies-CEDEA, a psychoeducative questionnaire (pilotage and validation by experts), and the informed consent to the students and parents. For the questionnaire interpretation, it was taken into account that the scores higher than 60, are considered like strengths and 20 like weak strategies, it was made a relation of the psychoeducative characteristics with the CEDEA variables. The results reveal that old and new students, no matter if they are man or woman, the scores are weak (under 20). In metacognitive-evaluative (Evaluation, planning and self-resources valuation) strategies, information processing strategies (Transference, Memorization, comprehensive, information organization, information acquirement and elaboration), handle of the resources strategies (teamwork and interaction, context control and resources) and dispositional strategies (Perceived self-efficiency, Attention-Active disposition, fitness and mood and anxiety control). In consequence, the data point that the students have a lack of strength in their studying habits, auto regulation in their learning and in the significant learning.