Over the past 25 years studies on L2 study strategies have proliferated including studies addressing nationality, culture, ethnicity and gender as factors in student study strategy use.  Few studies have looked at the effects of second language (learned in the foreign country) vs. foreign language (learned in ones’ native country) learning environments, and the effects of parents’ educational levels on L2 study strategy use.  This study examines differences in L2 study strategy use as measured by the Strategic Inventory for Language Learning (SILL) between Chinese students studying Korean language in Korea (KSL) and Korean students studying Chinese language in Korea (CFL), and how these variables are influenced by students’ parents’ educational level and gender.  Results indicate that KSL and CFL students used about the same overall mean strategy use intensity with about the same variability, although KSL students did use significantly more cognitive and affective strategies than CFL students. Males and females did not differ significantly in overall strategy use.  In the KSL group significant differences were found in students’ study strategy use as a function of fathers’ and mothers’ education, but this was not true in the CFL group, except in the SILL category of compensation strategies.  Potential factors leading to these results and suggestions for further research are discussed.