Arabic is widely taught in Malaysia due to its importance in religious, academic and professional contexts. ‎However, learning Arabic as a third language presents challenges due to its complex grammatical rules and ‎syntactic structures. To overcome these difficulties, learners apply various learning strategies to enhance their ‎understanding, retention and application of the language. This study investigates the use of language learning ‎strategies among undergraduate students learning Arabic as a third language in Malaysia. The research ‎examines the three key strategies: cognitive, metacognitive and resource management, focusing on the ‎relationship between these strategies. A quantitative survey was conducted with 239 respondents from a public ‎university, using a 5-point Likert scale questionnaire adapted from Wenden and Rubin (1987). The instrument ‎consisted of four sections: demographic profile, cognitive components (19 items), metacognitive self-regulation ‎‎(11 items) and resource management (11 items). Findings indicate that learners frequently employ cognitive ‎strategies such as rehearsal, organization, elaboration and critical thinking to process and retain information. ‎Furthermore, metacognitive strategies, including planning, monitoring and evaluating, are widely used to ‎regulate learning. Resource management strategies, particularly help-seeking and environment management, ‎also play an important role in maintaining focus and overcoming challenges. Moreover, the study identified ‎strong positive correlations between cognitive, metacognitive and resource management strategies, emphasizing ‎their interconnected role in effective language learning. These findings align with previous research, reinforcing ‎the importance of integrating diverse strategies to enhance language proficiency. Based on these results, the ‎study suggests that instructors should promote a balanced use of these strategies in teaching Arabic by ‎incorporating activities that foster critical thinking, self-regulation, and collaboration. Future research should ‎further explore how individual factors such as gender, field of study, and prior exposure to Arabic influence ‎learners' strategy preferences. Additionally, examining the role of technology in supporting language learning ‎strategies may provide valuable insights for improving instructional approaches.