This study explored the relationship between educational orientation and age, sex, and academic achievement. Subjects were undergraduate and graduate education students: 46 males and 67 females. The dependent variable, andragogical-pedagogical orientation, was measured by the Student Orientation Questionnaire (Christian, 1982). This instrument, developed to measure students' preferences, attitudes, and beliefs about education, identifies a learning style responsive either to authority-oriented, formal instruction (pedagogical) or informal and collaborative instruction (andragogical). Academic achievement was determined by grade point average. Findings indicated that: (1) female students were more likely than male students to have a higher andragogical orientation; (2) no statistical relationship was found between age and educational orientation; and (3) no statistical relationship was found between academic achievement and educational orientation. The limitations of the study (homogeneous population; the possibility that somewhat different data collection procedures might influence results) are pointed out. Implications of the study are discussed and some tentative recommendations are made on instructional strategies associated with particular educational orientation. (JD)