Research of language learning strategy (LLS) has provided insight for language learners from many international cultures since this branch of research began in the 1970s. Despite the urgent need for competence in the use of business English in Western Europe, LLS studies have not been conducted on Spanish adults who use English for business. The purpose of this phenomenological study was to explore the LLS of Spanish adults in a business context. The research questions explored the specific LLS used by Spanish adults in business communication tasks such as delivering presentations, writing e-mails, talking on the phone, and attending meetings. In addition, this study addressed the cultural influences on LLS from the Spanish educational system with the influence from current and historical events in Spain. The conceptual framework was the Oxford LLS model. These qualitative data were collected through 11 semistructured, in-depth interviews with Spanish business people who use English in their work and who studied English in Spanish secondary school. The data were analyzed following Hatch's typological analysis, using five business tasks, the secondary school English learning experiences, and current and historical events in Spain as the predetermined typologies. The results showed a strong tendency towards cognitive, metacognitive, and social strategies in business tasks. Cultural influences included the media, the past political situation in Spain, and general issues in the English class in Spanish secondary schools. This study will contribute to social change by informing practice in an unresearched population, which can help both English language teachers and students in Spain by providing a deeper understanding of the language learning habits of this study population.