The primary focus of this study is to explore the variation in academic performance of European Business (EB) students, using the student learning framework. Prior research has shown that students' approaches to learning and preferences for teaching influence the quality of their learning outcomes. The Approaches and Study Skills Inventory for Students (ASSIST) is used in this study to obtain quantitative information about students' approaches to learning and preferences for teaching. Academic performance is represented by students' average mark across all first-year modules. The results show that high-achieving students are more likely to adopt a strategic approach to learning and have a preference for teaching that supports understanding. They are less inclined to adopt an instrumental approach to learning.