The paper reports a study addressing how learning strategies influence academic achievement in mathematics, reading and science globally and in Poland in comparison to Germany, Czech Republic, Slovakia and Hungary. Data from PISA 2009 study was used to build multiple multilevel hierarchical regression models controlling variables on student, school and country level. Based on a model by Chiu, Chow & Mcbride-Chang (2007), prior achievements, student family background, school environment characteristics, and countries’ economic and cultural context were controlled allowing to assess the effects of learning strategies. Higher use of memorization linked with lower scores across all domains, elaboration was a negative predictor of reading, while use of metacognitive strategies was substantially related to higher scores in all academic achievement domains. The effect of metacognitive strategies was especially strong in Poland comparing to neighbouring countries.