Learning strategies are important in students’ learning. Several studies in tertiary mathematics education focused on learning strategies. Yet, there is no instrument that adequately covers the specialties of learning university mathematics. We present a newly developed questionnaire to fill this gap. It has been developed and validated in eight quantitative and two qualitative studies. On both scale and item level, specialties of university mathematics are taken into account. The instrument is still general in the sense that it allows to measure students’ use of learning strategies across mathematics courses of different study programs like mathematics major programs, engineering and economics, as well as teacher education.