This research used the descriptive qualitative method and aimed to identify the English learning strategies used by the teacher for students with intellectual and developmental disabilities and to explore the influencing factors for the use of those English learning strategies. The participant was a teacher who teaches six students with IDD in the 11th grade at SLB Negeri Sumbang Bojonegoro. The data were collected through an interview, classroom observation and documentation. The results showed that the teacher used all types of learning strategies purposed by Oxford (1990), namely memory strategies (reviewing well and applying images and sounds), cognitive strategies (taking notes, giving students exercises or homework, and using repetition), compensation strategies (guessing intelligently, switching to the mother tongue by using gestures and body language, and giving extra time), meta-cognitive strategies (paying attention), affective strategies (making positive statements, taking a deep breath, and laughing), and social strategies (asking questions). Furthermore, the influencing factors for the use of those strategies are the student factor, including the students' intelligence and interest in learning English, the type of task, and the environment, including facilities and learning time.