This study aims to contribute to the paucity of empirical investigation in the use of Korean grammar learning strategies by international students. To achieve this aim I examine the academic literature, design questionnaires, conduct interviews, evaluate students grammar skills and conduct statistical analysis of the data collected in the process of this work. I conducted questionnaire survey with the following-up interview in order to analyse the Korean grammar learning strategies applied by Russian speaking students and relationship between grammar strategies and learners’ Korean grammar proficiency. The analysis results presented that learners who had a high-level Korean proficiency reported more frequent use of grammar strategies than those with a low-level Korean proficiency, and that two groups of learners differed in their frequency of the use of grammar strategies overall. However, with respect to specific types of grammar strategies, the results showed that two groups differed only in the use of direct strategies (memory strategy, cognitive strategy and compensatory strategy). The main contribution of this paper is the development of a basis for further studying of the grammar learning strategies used by Russian-speaking learners of Korean and teaching techniques of grammar learning strategies. Findings of this study demonstrate the urgent need for subsequent studies on the relationship between grammar strategy and Korean language learning.