Learning approaches, learning methods and learning environments have different effects on students? academic performance. However, they are not the sole factors that impact students? academic achievement. The aims of this research are three-fold: to determine the learning approaches preferred by most students and the impact of the learning approaches on their academic performance, to examine the learning methods preferred by most students, and to identify the learning environments preferred by most students in their quest to achieve excellent academic performance. The instrument used is adopted and adapted from Biggs, Kember and Leung (2001), Jarvis and Woodrow (2001) and Wishart (2005). The study involved 215 social science degree students from four different programmes. A self-administered questionnaire was used to collect the data. The key findings of the study were: more students were inclined to adopt a deep learning approach than surface learning approach, those who adopted a deep learning approach performed better academically than those who used a surface learning approach, lecture is the learning method preferred by most students and hearing and explanation is the learning environment preferred by most students. The findings also suggest that students are dependent on lecturers to help them to understand content knowledge. In line with the findings of this study, programme management and academicians might have to tailor their teaching with students? specific needs in mind. Furthermore, programme management needs to plan intervention programmes--such as effective study skills--to encourage students to be more independent, learn in groups and be more resourceful learners.