Since the influential work of Rubin and Stern in 1975, numerous studies have been conducted on language learning strategies. However, the concept of language learning strategies remains vague and often causes confusion. Despite that, language learning strategies are increasingly garnering interest in education since learning strategies are considered to be a powerful learning tool. The essence of learning strategies is the learner’s active self-involvement, and to achieve its primary objective of communicative competence, one must master the four language skills: listening, reading, speaking and writing. Specifically, speaking is a prosodic skill and plays the most significant part in communication. Therefore, the main goal of teachers is to help learners become successful in English communication, and pronunciation is vital for successful communication but often neglected. For that reason, pronunciation learning should be encouraged, with stress and intonation as vital prosodic components. One approach to learning pronunciation and intonation is imitation, which is greatly encouraged in young learners as the preschool and primary school years are crucial for pronunciation acquisition. Learning by imitation encourages speaking practices and learners’ immersion in the naturalistic speech contours. Intonation imitation of a simple sentence is one of the outcomes in the fourth grade of primary school in Croatia. Therefore, this research aimed to establish any indication of a significant relationship between the students’ use of language learning strategies and their ability to imitate the intonation of a simple English sentence spoken by a native speaker. The first part of this case-based empirical research comprises an overview of the theoretical basis with deeper explanations of the topics mentioned based on the prior findings. The description of the methodology, a summary of the results, and a discussion compose the second part of the research. As a result, the study found no indication of a significant relationship between language learning strategy use and the ability to imitate the intonation of an English sentence and refuted the initial hypothesis. It was further discovered based on the subsample that the students generally prefer using direct learning strategies and specifically report using metacognitive strategies the most and affective strategies the least. Concerning intonation imitation, it was found that the three selected students have the basic knowledge of intonation and its grammatical and attitudinal functions and were semi-successful in intonation imitation.