The main research aim was to uncover the typical clusters and sequences of learner strategies in typical foreign language tasks for the four language skills (reading, writing, listening, speaking). To fulfill the aim quantitative and qualitative data collection and data analysis were used. Data sample consisted of students of the last year of lower secondary compulsory comprehensive education (ISCED 2) in the region of South-Moravia (probability sampling) in the Czech Republic. The students completed ten selected tasks from standardised English language test KET (2008) and filled in bubble templates in order to report their strategy use. For each language skill, typical strategy clusters and sequences were derived. The aim was to analyse the data according to categories derived from students’ views / terminology and try to interconnect the achieved findings with the framework of learner strategy theory.