This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students' approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results show a relation for workload and motivation but not for WMC. By means of a cluster analysis, three student profiles were identified based on WMC and motivation. Students characterised by high WMC and average motivation scored higher on surface approaches and lower on deep approaches than students with high autonomous motivation. These latter students also score higher on deep approaches than students characterised by low WMC. Finally, it was found that all student profiles responded the same to the influence of workload. In contrast with prior research, deep approaches were higher when the workload was higher. (Contains 5 tables and 2 figures.)