Learners employ certain strategies to manage and direct their own learning and contribute to their development. Similarly, language learners also benefit from certain learning strategies to process new information and monitor their progress. These learning strategies could be found complex to apply in educational settings by some foreign language teachers but even online environments can help educators to guide their students' foreign language learning and support them during their studies. As a part of Web 2.0 technologies, social networking sites such as Facebook could offer new perspectives for teachers and different learning experiences for students. So this study aims to show foreign language teachers how to use Facebook to develop learning strategies and how to apply it in classroom settings. For this purpose, 221 student teachers and 6 teacher educators in English Language Teaching (ELT) Department at Gazi University were given written interview form (WIF) and subsequently there were stimulated recall sessions with 21 student teachers and 6 teacher educators who were applied WIF previously. After written and oral data were gathered, they were coded and categorized according to the previously defined area-namely learning strategies including cognitive, metacognitive and socio-affective learning strategies. Constant comparison method of grounded theory was employed to form categories and Statistical Package for Social Sciences (SPSS)-16 was used to analyze demographic variables. The results show that high majority of student teachers in Language Teaching (ELT) Department at Gazi University are in favor of Facebook integration in English classes. Additionally, the findings offer us valuable insights into how to make use of Facebook to develop cognitive, metacognitive and socio-affective learning strategies in English classes and provide important applications for online learning.