This article reports on a strategy training study that investigated the lexical processingstrategies (LPSs; ignore, consult, infer) used by L2 learners when they encounter unfamiliarvocabulary while reading and the impact of these strategies on vocabulary learning. A time-serieswith repeated-measures design was used. Introspective data were gathered from eight participants(Francophone university students, intermediate ESL proficiency) on eight texts over 5 months toelicit LPS use on self-identified unfamiliar words. Then, 1 week after each reading, participantscompleted a cued recall task to measure their learning of these words. An analysis of overall LPSuse (changes in patterns and effectiveness of strategy use with LPS-focused instruction) and wordretention rates demonstrates the potential for vocabulary learning through reading and indicatesthat some LPSs lead to higher retention rates than others. This research increases ourunderstanding of the role of LPS use in vocabulary learning and suggests some reevaluation ofcurrent pedagogic practice.