Do students engage in offsetting behavior, adapting their study effort to the difficulty of learning? The authors present the results of survey research intended to test for the presence of offsetting behavior at a regional university. Instead of trying to determine whether students study less when learning is easier, we check to see whether students study more when learning is harder. Our results strongly indicate the presence of offsetting behavior, though the incidence of the effect varies systematically by gender, year in school, and major. The authors conclude with a discussion of implications for business educators.