Students' evaluation and perception of the learning environment are considered to be important predictors of students' approaches to learning. These variables may also account for variance in academic outcome, such as in examination grades, but previous research has rarely included a comparison between all of these variables. This article investigates the factor structure of an inventory measuring evaluation-perception of the learning environment. These factors were compared with scores on the Approaches and Study Skills Inventory for Students, and with the examination grades of 248 undergraduate psychology students. Exploratory factor analysis produced a measurement model comprising five evaluation-perception factors (workload, presentation, perspective-integration, lecturer, and effect). Structural equation modelling gave moderate support to a model in which evaluation-perception predicted students' approaches to learning, which subsequently predicted examination grades. Hence, evaluation-perception affected examination grades indirectly, via "approaches to learning". Additionally, the factor "workload-demands" contributed independently, as a predictor of examination grades, together with "surface" and "strategic" approaches to learning. These results, finally, gave a basis for recommendations for curriculum design and lecturing. (Contains 4 tables and 3 figures.)