Language learning strategies (LLS) have been in the focus of researchers for the past five decades. However, few studies have explored young learners’ LLS. Starting with the assumption that the intensity of second language (L2) exposure is one of the factors in the use of LLS, the aim of this paper is to investigate whether there is a difference between the use of LLS in young children with different L2 exposure in Croatia. The analysed data was collected from a sample of 35 participants aged 5 to 7 using a structured interview at two points. In the interview, participants were explaining how they would help a plush toy to learn to say certain words and structures in L2. This method enables participants to become aware of the LLS they are using and to verbalise them. Based on an analysis of the results from the first and second data collection, we describe the similarities and differences in LLS use regarding the intensity of L2 exposure. A key finding, in relation to the criterion of similarity considering the intensity of L2 exposure, is that participants prefer to use the memory strategies such as listening to the interlocutor, model repetition, and autonomous repetition. Regarding the differences in the use of LLS considering the intensity of L2 exposure, a key finding is that children at an early age with a higher intensity of exposure to L2 show a tendency to use informal strategies, such as learning through rhyme in rhymes and chants and exposure to media, as well as social strategies such as establishing contact with a native speaker. The results show that certain LLS are used regardless of L2 exposure, whereas the use of others may be linked to the intensity of L2 exposure.