The aims of this study are to analyze and describe the EFL learning strategies by a cleft-lip sufferer. This research used a qualitative approach with a study case method. The participant of this study was an EFL learner who has cleft-lip speech disorder with fluent speaking skills at Ma’had Al-Jami’ah Walisongo. In the data collection process, researcher used observations and in-depth interviews, while data analysis technique used three steps of data reduction, data presentation and conclusion or verification. The findings of this research showed that the informant used many strategiess such as peer communication to practicing speaking skill outside the class and learning through Youtube to learning pronounciation from native speaker, learning through Instagram to practicing her speaking skill, and Duolingo games. While the engagement of learning strategies applied by the sufferer devided into many parts from school social environment, the engagement of family, the engagement of technology development, also the impact of surgery. The implication of this study is the teacher awareness and innovations are needed to increase motivation in the learning process, especially if teachers have students with the similar case (cleft-lip sufferer); it is expected to do justice and create conducive learning environment for all students. The teacher has to create innovative learning strategies and methods too and adapted with technology features such as Youtube, or other platform which suitable to student necessities.