Several studies have applied the dichotomy of deep and surface approaches to learning in a range of disciplinary contexts. Existing questionnaires have largely assumed the existence of these constructs; however, in a recent study Case and Marshall (2004) described two additional context-specific approaches to learning in engineering. The current study examines approaches to learning in a similar, but not identical educational context. Academically successful students adopted either a conceptual deep approach or a procedural deep approach, whereas their less academically successful peers resorted to a procedural surface approach. This study confirms constructs identified by Case and Marshall (2004); however, a much larger student sample would be necessary to generalise current findings. Issues of diversity in the student population are outlined and measures suggested that might help increase the prevalence of deep approaches to learning. (Contains 5 tables.)