A range of evidence suggests that changing a person's pattern of behaviour is extremely difficult, with past behaviour being one of the strongest predictors of future behaviour. This is particularly evident in the university setting where students tend to use the same academic processes they have used throughout their schooling despite any suggestion of the need to change approach. A great deal of time and money has been spent, with the hope of changing the way that students approach their academic tasks. This review assesses the strengths and weaknesses of three different approaches to behaviour change. Research on effective academic skills courses provides some fundamental principles that inform the provision of more effective training in this field. Literature on the ability of coaching to change behaviour highlights the possibility of improving behaviour change by continued engagement with students. The field of adventure education type programs highlight the possible importance of the degree of challenge for increasing the likelihood of behaviour change. Theoretical approaches to understanding the process of change, motivation and predictive models of change provide some clear guidelines that can be implemented into training programs. Together, the evidence around effectiveness of training and the theoretical frameworks for the nature and process of behaviour change provide some principles for the provision of training that will increase the likelihood of a change in study skills behaviour. This review suggests that, in order to change behaviour, it is necessary to create an intense effortful training environment that facilitates engagement in the practice of the behaviour. This effortful practice of study skills will thus increase specific self-efficacy, reduce negative attitudes and increase positive attitudes in a way that is intrinsically motivated.