Though language learning advising is recognised as a useful tool developing students’ awareness of learning methods and their autonomy, it is usually introduced later on in their studies, if at all. This diploma thesis intends to open the discussion on the usefulness of language learning advising and its benefits for pupils at elementary schools. The aim of the study is to collect evidence to persuade teachers to spend some time inside or outside their lessons advising students to plan their learning activities and to help them to become independent learners. 1.1 Theoretical Part The thesis is divided into theoretical and practical part. The theoretical part intends to provide a review of the literature on language learning strategies and learning styles so as to get enough theoretical knowledge of this field. As the focus is on the language learning advising of elementary school pupils, it also introduces specifics of this age group in cognitive area, motivation and will to learn. 1.2 Practical Part The practical part presents and describes data collected on the basis of the case study of a group of pupils attending the Year 8. Students are aged form thirteen to fifteen. The data is collected through questionnaires, interviews and observations. The questionnaire for students has been translated to find out what language learning strategies they employ, whether they plan their learning activities, what is their favourite learning method, what are their beliefs about language learning. Students were also given a learning styles test. The results from the learning strategies questionnaire are analysed in the practical part to find out whether and which methods pupils use. According to these results pupils were presented with some learning strategies which could improve their learning.