Learning strategies, the most fundamental element in the process of learning of learning are one of the most overworked subjects in recent years because of the fact that they provide the fastest access to information resources. In the process of learning a foreign language, the learner needs to use a number of strategies to accelerate this process. These strategies increase student performance in the foreign language learning process and count the learner in the learning process. This study was conducted to measure the impact of language learning strategies in the acquisition of speaking skills acquired more difficult than reading, writing and listening skills. In the study, a descriptive method was used in general survey modal in order to determine the language learning strategies and self-learning awareness of the prospective foreign language teachers in the acquisition of foreign language speaking skills. The universe of the research is composed of 175 English, 123 German and 74 French prospective teachers majoring at the Atatürk University Kazım Karabekir Education Faculty, Foreign Language Education Department. In the study, "Scale of Determining the Learning Strategies for Acquisitionof Foreign Language Speaking Skills" developed by the researcher was used as a data collection instrument. The reliability coefficient of the scale was found as 0.87. In this study, it has been determined that the use of learning strategies by prospective teachers differ according to gender variable in metacognitive strategies dimension and sum of sub-dimensions in favor of male prospective foreign language teachers, in favor of female prospective foreign language teachers in cognitive strategies dimension. According to the graduated high school type variable, it has been determined that the result of the prospective teachers’ use of learning strategies did not differ significantly. When the foreign language teaching departments are compared in the use of foreign language learning strategies, it seems that there is a significant difference in favor of English teaching department in the metacognitive strategies dimension; in favor of English and German teaching departments in cognitive strategies, social strategies dimensions and sum of sub-dimensions. According to the class variable, it has been seen that there is a significant difference in favor of preparatory and 1^stgrade in the social strategies dimension. In addition, it has been determined that there is a positive and moderately significant relationship between metacognitive, cognitive and social strategies.