The nature of interaction in higher education environments impacts not only end outcomes, but also the approach to learning itself. Using a quasi-experimental research design, this empirical study tests the impact of social and academic interaction on student approaches to learning. Findings demonstrate significant correlations between contextual variables and approaches to learning. Most importantly, Peer Interaction and Faculty Interaction have an effect on change in approach to learning over time. This demonstrates the potential of interaction in the learning context to affect not only learning outcomes, but also the way learning itself takes place. (Contains 3 tables and 2 figures.)