Research Problem: A longitudinal study examined students' approaches to learning in an undergraduate psychology course as relatively few empirical studies have investigated their stability. The relationship between approaches to learning and academic locus of control was examined to determine their contribution to academic achievement. Method and Sample: A total sample of 65 undergraduate psychology students completed the 32-item Approaches to Study Inventory (ASI) at four separate trials over a three year period. The ASI and the Academic Locus of Control Scale (ALOCS) were administered to a further 198 undergraduate psychology students and academic performance measures were obtained. Academic outcomes of overall mean marks, coursework marks, examination marks and degree classification were obtained.