First-year higher education students' approaches to learning navigation were assessed. The research used a structured questionnaire to assess deep, surface, and strategic approaches to learning. Principal Components Analysis (PCA) of 13 sub-scales revealed that students learning navigation employed two main approaches, a deep-strategic approach and a surface approach. Use of Multidimensional Scaling (MDS) of individual responses to questionnaire items in association with the exam results and sub-scales was able to further define student-approaches for successful examination outcomes. It was shown that students with a fear of failure and using unrelated memorising were more likely to do well in the theoretical examination whilst doing well in the practical examination was associated with sub-scales of the deep and strategic approaches. The findings demonstrate that student learning approaches in a practical pursuit like navigation are similar to more traditional academic disciplines. Doubt is cast over the value of theoretical examination for navigation as it was both unrelated with the practical need of testing a students' ability to navigate, and promoted fear and rote-learning behaviors in student approaches.