Vocabulary learning strategies (VLS) were defined by Catalan (as cited in Vasu & Dhanavel, 2016) as knowledge about the mechanisms used in order to learn vocabulary as well as steps or actions taken by students to find the meaning of unknown words, retain them in long-term memory, recall them at will and use them in oral or written mode. Employing those strategies enables language learners to become more proficient language users and to feel more secure when learning vocabulary. Using vocabulary learning strategies is not something that comes naturally to learners of language and because of that, teachers play a crucial role in conveying those strategies to their learners. Their attitudes and knowledge about those strategies largely influence their willingness and ability to teach them to their pupils. The first part of this paper deals with theoretical background to the area of language learning strategies in general and with vocabulary learning strategies specifically, as well as the importance of teachers‟ attitudes towards teaching VLS. Various research studies are presented and their results briefly compared. The second part of this paper presents the research of EFL teachers‟ attitudes towards VLS, the results of which were compared with a similar research conducted by Pavičić (2003). The aim of this research was to determine how familiar teachers are with VLS and if and how they train learners to use VLS. The final part of this paper offers some practical implications regarding VLS.