This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing-type strategies, regardless of ethnic group affiliation. However, these common strategies were rarely associated with students' problem solving, concept mapping, or course performance. In addition, students seldom engaged in metacognitive and peer learning strategies despite their reported benefits in the literature. Implications for research and practice are discussed in light of these findings. (Contains 2 tables, 1 figure, and 2 notes.)