The distinct learning behaviors observed in the classroom between American and Chinese students have been discussed extensively in literature. The authors speculated that learning approaches (structure-oriented approach vs. depth-oriented approach) might play a role in explaining different behavioral traits presented by American and Chinese students. Two measures assessing learning approaches and learning behaviors in the classroom were administered to two samples: American undergraduates (n = 199) and Chinese undergraduates (n = 265). The results revealed that American undergraduates appeared to be more "active" in the classroom compared to Chinese undergraduates. Chinese undergraduates scored significantly higher on the structure-oriented approach, but did not differ significantly in the depth-oriented approach compared to American undergraduates. The results also indicated that the structure-oriented approach mediated the relationship between cultural group and learning behavior, and thus suggest that the structure-oriented learning approach might partially explain the distinct behavioral traits presented by American and Chinese students in the classroom. (Contains 3 tables.)