Students from different cultures may differ in their beliefs about learning and in the ways they behave in various learning situations. With the internationalization and globalization of education, it is important to investigate this possibility. There has been little research on the relationship between cultures and learning beliefs and behaviors. A study explored and compared the learning beliefs and practices of university students from a Chinese (Hong Kong) (n=132) culture and a western (Australian) (n=98) culture. Comparisons between the student groups were made on the relative importance they assigned to the learning beliefs; the strengths with which they held the beliefs; their reporting of the relative frequencies with which they used the learning behaviors; and the behavior frequencies used in different learning situations. Results showed that the Australian and Hong Kong students were similar with respect to the content of what they believed in and the relative importance they assigned to the various beliefs. They were different in the strengths with which they held these beliefs, particularly in areas concerning learning for achieving self actualization; learning for instrumental personal purposes; learning for aesthetic purposes; significance of effort and ability in learning; and the role of teachers in learning. The Australian and Hong Kong students were similar in the relative frequencies with which they reported using the various behaviors and in what they reported to engage in most and least frequently in the five learning situations. They were different in their reported use of specific learning behavior frequencies, particularly when spending their leisure time. Contains 57 references. (Author/BT)