This study aims to investigate the significance between language learning strategies (LLS) used and students’ achievement in learning Mandarin as a third language. This is a quantitative study which includes a total of 145 students studying Mandarin in a public university as respondents. Data were collected through self-report questionnaires, including the questions adapted from Oxford’s (1990) SILL and Mandarin written exams. Results analysed by ANOVA indicated significant lingkages between LLS and students’ language achievement. This study also aims to help students and concerned parties to improve the performance of non-native students by displaying the analysis of the most frequent and effective LLS used among successful language learners in learning Mandarin as a third language.