This study investigated the relationships between role models, approaches to studying, and self-efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students were assessed using semi-structured interviews. Approaches to studying and self-efficacy were measured using the Approaches and Study Skills Inventory for Students and the General Self-Efficacy Scale, respectively. In the EBD sample, the quantity of personally known role models correlated positively with deep and strategic approaches to studying, while quantity of media role models correlated negatively with a deep approach to studying and general self-efficacy. In the mainstream sample, no association was found between quantity of role models, on the one hand, and approaches to studying and self-efficacy, on the other hand. The findings suggest that EBD students would benefit from direct exposure to more interpersonal role models, which would further their chances of selecting and assimilating adaptive attitudes and behaviours. (Contains 2 tables.)