Experimental physics is seen as an essential part of tertiary physics education. Students are supposed to develop practical skills and advance from closed "cookbook" experiments to open experiment and design experiment procedures independently. As a consequence tertiary practical physics courses increase in the level of challenge throughout an undergraduate degree program. The research reported here consists of an investigation of two solely laboratory-based experimental physics courses: a second-year course "Experimental Physics and Instrumentation," and a third-year course "Advanced Experimental Physics," offered at a New Zealand tertiary institution. The research suggests that although the structure, content, and teaching methods in the two courses vary; there is little difference in students' learning strategies employed in the two courses. It appears bridging experiments may be necessary to help students shift from a highly directive pedagogy at the lower levels of the undergraduate practical physics program, to a more open inquiry approach.