The aim of the study is to investigate the use of linguistic strategies by Swedish high school students in how they use them to identify the meanings of words. The study also aims to discuss a didactic implementation and the potential of discussing words and their meaning. The empirical data consists of two parts: a survey centred around words which encourages the students to show their linguistic strategical solutions, and also a student discussion where they in groups discuss words and their meaning by applying linguistic strategies. The study shows that there exist strategies that are more commonly used, such as a morphological strategy which had different results. There were times during the discussion where the strategy was being used efficiently to solve the meaning of a word, while in other scenarios it would instead misguide the students. In other words: students generally showed a wide linguistic knowledge and could apply different strategies to solve the meaning of words, but the problem was that they in several cases did not know how to use their linguistic knowledge correctly. To have a wide linguistic knowledge and knowing how to use it correctly are two separate things. The result proves that no matter which linguistic knowledge level they master, the students require assistance in order to make use of their knowledge. A discussion about complex words and their meaning could therefore be a useful resource for teachers to identify what each student needs to improve, while also being an effective teaching method where students can discuss and share their knowledge between each other, thus allowing their personal vocabulary to expand. It is however uncertain how efficient the teaching method is practice. Further research and testing is required to prove that students actually learn and improve from it.