Research has shown that use of language learning strategies tends to improve learning outcomes. Few studies, however, have focused on teachers’ roles in strategy training, and adult second language and literacy learners (LESLLA learners) have largely been ignored in the research. This survey study focused on the strategies that LESLLA teachers in the Netherlands model and train in their classes. A questionnaire was developed, aiming at tapping into four different strategy types: metacognitive, social, affective and cognitive strategies. Eighty two LESLLA teachers participated in the study. The results showed that the teachers focused more frequently on metacognitive and social strategies and less on affective and cognitive strategies. Strategy focus could not be related to teacher characteristics, such as their training or their years of teaching experience, and also not to the proficiency level of their learners. Further research is needed to explore how teachers develop strategy focus.