This paper presents the vocabulary learning strategies in online classes. In the first, theoretical part, the author gives a description of language learning strategies with special reference to the classification given by Oxford (1990) and to the study of good language learning by Rubin (1975). This is followed by a short insight into the VLS research, in particular into the research conducted by Schmitt (1997). Finally, based on the literature, conclusions are made about the useful and “successful” VLS. In the second part of the paper the author presents the results of the research conducted on the sample of 85 freshmen at the Faculty of Law in Osijek. The goal of the research was to find out which strategies students use more frequently, i.e. to determine the frequency of VLS usage; to see whether the students’ attitudes towards online lessons are positive or negative; to examine if there are any differences between attitudes towards online classes in general and online classes of ESP, and to check whether the students think that there is a difference between vocabulary acquisition in live classes and classes online. Research data were acquired through a questionnaire with three main parts: demographic part, questionnaire about VLS, and questionnaire about online lessons. In addition to the questionnaire, an interview was also conducted with 25 participants. The data obtained through the questionnaire were analysed both quantitatively (SPSS) and qualitatively. In the analysis, strategies were classified into three groups: discovering meaning, memory, and media VLS. All three groups of strategies are statistically positively correlated, but most of all, this applies to media VLS and discovering meaning VLS. Students think that the form of lessons (live/online) is not decisive for their vocabulary acquisition, and that they did not acquire less vocabulary in online lessons. Instead, they consider appropriate metacognitive and affective strategies as crucial for success in acquisition of vocabulary.