This study analyzes the pronunciation learning strategy used by proficient EFL college students in the English language. The three goals of this study are to discover the challenges faced by EFL students in learning pronunciation, the pronunciation learning strategies they employ, and the most frequent pronunciation learning strategies. This descriptive qualitative research adapted the pronunciation learning strategy construct from Eckstein (2007) as the instrument. The data was compiled through a pronunciation test, questionnaire, and interview with 8 EFL college students. The result indicated that the students have various challenges and learning strategies in learning pronunciation. The EFL college students faced five different kinds of challenges when learning pronunciation, namely: the inconsistency of single-vowel letter sounds, inconsistency of double-vowel letter sounds, silent sounds, unfamiliar with English diphthongs, and mother tongue sound systems. There are eight pronunciation learning strategies used by the student, namely: intent listening using English media, distinguishing errors among other speakers, using phonetic symbols and transcriptions, memorizing the pronunciation of words, active listening, analyzing the schwa sound, immersing himself in English, and willing to guess the pronunciation of new sounds. Meanwhile, the most learning strategy used by the student is intent listening using English media.