Language learning strategies have become an important element of second language acquisition research over the course of the last few decades. Much research on these strategies has been dedicated to speaking, reading, and other language skill sets. However, one essential skill needed for communication is pronunciation. No matter how proficient other areas of linguistic ability may be, it can be difficult to interact effectively with native speakers if one's pronunciation is poor. Yet research dedicated to pronunciation and language learning strategies is in surprisingly short supply. Of those studies that have researched pronunciation strategies, some have been dedicated to discovering new pronunciation strategies (Derwing & Rossiter, 2002; Osburne, 2003; and Vitanova & Miller, 2002), while others (Peterson, 2000) categorized pronunciation strategies using a well known strategy inventory. However, there is one study that has gone in a different direction concerning pronunciation strategies. Rather than categorize pronunciation strategies using a strategy taxonomy like Oxford (1990), Eckstein (2007) categorized pronunciation strategies using Kolb's (1984) Experiential Learning Cycle model and found significant effects between pronunciation accuracy and use of pronunciation strategies mapped using Eckstein's (2007) Pronunciation Acquisition Construct (PAC).The present study tested the PAC by teaching pronunciation strategies to L2 Japanese learners. The aim of the current study was to examine the effect of pronunciation strategy usage categorized using the PAC upon pronunciation gains and to examine learner differences based upon pronunciation gains and strategy usage. In doing so, significant gains were found in contextualized pronunciation. Additionally, subjects who more frequently used the strategy "think of benefits to be gained by improving pronunciation", a motivation strategy, were found to show higher levels of pronunciation gain in a non-contextualized pronunciation environment.