Assessing gains in learning has received increased attention as one dimension of institutional accountability both in the USA (Arum and Roksa, Academically adrift: Limited learning on college campuses, 2011) and abroad (OECD, http://www.oecd.org/document/22/0,3746,en_2649_39263238_40624662_1_1_1_1,00.html, 2013, http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume2.pdf, 2012). Current approaches to assessing college learning are dominated by objective tests as well as student self-reported questionnaires, such as the National Survey of Student Engagement (NSSE). This study examined how the three NSSE deep approaches to learning scales contribute to the narrative on academic rigor at a large, public research institution. Using Confirmatory Factor Analyses and Structural Equation Modeling, results showed that the three deep approaches to learning constructs were internally valid, but deep learning was not related to GPA. Findings raised questions regarding good measurement of student learning and student reward for rigorous performance.