The “approaches to learning” framework is widely used in higher education. Unlike other learning styles models, a person’s approach to learning is seen as a function of the interaction between the learner, the discipline and the context (rather than as a function of personality traits). However the relationship between context-specific approach to learning, context-general metacognition and trait-based personality requires further elaboration. Using exploratory and confirmatory factor analysis of three different inventories (approach to learning, metacognition and personality), we identify that these constructs do not appear to be distinct from each other, and consequently that the approaches to learning model may misrepresent both the nature and the importance of strategic approaches to learning.