This paper examines the development and use of learning strategies in primary schools in Sri Lanka. The study adopted the observational approach and findings at Grades 1,3 and 5 in a sample of thirty classrooms. The results are presented here. Observations suggested that older children tend to use more complex strategies than younger children and younger children tend to use basic learning strategies more than older children. The children’s strategies also differed according to the subjects being studied. The paper concludes that Sri Lankan primary school children function effectively and strategically in their classroom performances.