Introduction: The purpose of this study is double. First, to evaluate the factorial structure of Approaches and Study Skills Inventory for Students (ASSIST) as a measure of approaches to learning with bilingual Egyptian higher education students by testing the plausibility of reproducing its intended three-factor structure. Second, the study aimed at testing the predictive validity of ASSIST. Method: The sample of the study consisted of (n=516) college students from one international university in Egypt. To cross-validate the factor structure, the subjects were divided into two equal samples. Confirmatory factor analysis was used to test the structure of ASSIST. Results: The findings of this study confirmed the underlying constructs of three distinctive approaches to learning. ASSIST main scales and subscales' scores showed appropriate internal consistency and predictive validity to academic achievement. Conclusion: It was concluded that ASSIST is a valid research tool for the assessment of approaches to learning, however caution should be taken with respect to the interpretation of particular subscales and possible sample effects. (Contains 5 tables and 2 figures.)