We aimed to investigate the use of language learning strategies, especially meta-cognitive strategies among medical undergraduates, explore the relationship between gender and the use of language learning strategies and the relationship between English test scores and the use of meta-cognitive strategies, and discuss whether it is necessary to teach undergraduates meta-cognitive strategies in the class. In this research, a total of 200 medical undergraduates took part in a questionnaire survey. Sixty of them were interviewed afterwards. After analyzing the data collected with SPSS and Excel, we found that cognitive strategies were used most, followed by social and affective strategies, and the meta-cognitive strategies were used least. Besides, gender was not related to the use of language learning strategies. However, the use of meta-cognitive strategies were positively related to English test scores. We hope these results might provide some pedagogical suggestions for teachers.