Learning strategies, a complex system of interrelated activities, are significantly related to the academic performance of disadvantaged students entering health-science education. The Revised Learning Strategies Inventory (RLSI) was used in conjunction with the Survey of Study Habits and Attitudes (SSHA) to investigate relationships between these two instruments and the academic performance of twenty-two disadvantaged students enrolled in a health-science summer enrichment program. All of the students were college graduates who were anticipating immediate entry into professional school. The group was composed of ten females and twelve males. There were seven Blacks, thirteen Whites, one Asian, and one Hispanic. Students completed the RLSI and SSHA during pre- and post-program assessment batteries. The pre-program administration of the instruments was not significantly related to academic performance (RLSI r = .031; SSHA r = .046). However, the post-program administration of the instruments was significantly related to academic performance (RLSI r - .335; SSHA r = .251). (Author/KH)