Existing research indicates that particular study strategies are deployed with differing success according to certain critical personality factors, most notably a syndrome of characteristics related to internal or external locus of control. Institutional factors that have an effect on study behaviour include Faculty membership (Arts/Science), mode of evaluation (Objective/Essay), and method of combining marks for final grade. The interaction between personality and environmental factors is, however, rather complex and no easy generalizations can be drawn, beyond saying that academic success is not achieved by any single study strategy; good students work effectively in quite diverse but characteristic ways. In particular, two effective strategies involve, first, acceptance of academic study for its own sake, with emphasis upon wide reading, integration and meaningful learning; and second, academic study as a means, with a cool non-nuerotic and highly organized approach to course work. An 80-item Study Process Questionnaire (SPQ) has been produced, and the author is interested in extending its use in research and in obtaining norms for Australian students. (Author)