This study seeks to uncover the psychosocial mechanisms used by pre-serviceteachers of English with the purpose of developing an L2 phonological system,within a framework of language learning strategies (LLSs)The study makes use of a case study methodology and collects informationthrough a semi-structured interview, whose results are interpreted in light ofOxford's (1990) taxonomy. The results corroborate to some extent findingsmade in previous studies, amongst which are: (i) ample use of indirectstrategies, amongst which metacognitive, planning and monitoring stand out;(ii) greater potential of metacognitive strategies when accompanied by use ofdirect strategies such as mental images, applying images and sounds, practising,analysing/reasoning, and paying attention; and (iii) the mobilisation power ofmotivation in connection with a strategy repertoire.