Many factors affect students' learning approaches, including topic conceptions and prior study. This research, undertaken after a first-semester compulsory subject, explores students' conceptions of biochemistry and how they approached their studies. Students (n=151) completed an open-ended survey analysed phenomenographically. Those with cohesive conceptions were found to be more likely to adopt deeper approaches to study than those with fragmented conceptions, a result unaffected by various demographic parameters. Compared with earlier research, a semester of study increased the percentage of students with a cohesive view, with no concomitant change in learning approaches, suggesting that cohesive conceptions are a necessary but not sufficient criterion for deep learning outcomes. Compared with results for a science major subject, more of the students with cohesive conceptions used surface approaches. This may reflect a regression to safe surface approaches when faced with an unfamiliar topic or high total workload driving a strategic approach to learning. It could also reflect a perception that this material is only a tool for later application. The present findings indicate the crucial importance, when university studies begin, of enabling students to build an overarching conception of the topic's place in professional practice. This concept building should be applied across the entire curriculum to emphasize application and integration of material (key graduate attributes). Improved conceptions may provide crucial motivation for students to achieve deeper learning, especially in these foundation service subjects. These essential changes to the learning context may also better prepare students for increasing self-directed/life-long learning. (Contains 6 tables.)