This pilot study aims to contribute to scholarship on Language Learning Strategies (LLS) for learning elements of L2 grammar. We conducted an exploratory analysis of cognitive and metacognitive strategies used by learners in tasks focusing on Italian Object Pronouns (OP). Think-aloud data were collected from four intermediate-level students of Italian at an Australian university. Their verbal reports were transcribed and coded using a taxonomy based initially on that of Chamot et al. (1988a), but modified during the process. Based on our results, we suggest that future studies investigate relationships between strategy frequency, time on task and task scores, while controlling for task difficulty. Qualitative differences in the use of cognitive strategies such as Deduction, Translation and Inferencing could also be explored in relation to task achievement. Finally, exploring the influence of personality traits and gender differences on the use of Self-evaluation and Elaboration could yield interesting results.