The Inventory of Learning Processes (ILP) was developed by Schmeck, Ribich, and Ramanaiah in 1977 as a self-report inventory to assess learning style through a behavioral-oriented approach. The ILP was revised by Schmeck in 1983. The Revised ILP contains six scales: (1) Deep Processing; (2) Elaborative Processing; (3) Shallow Processing; (4) Self-Efficacy: Conceptualizing; (5) Self-Efficacy: Memorization; and (6) Methodical Study. A study was conducted to examine the validity and reliability of the Revised ILP by correlating test-retest scores on the inventory for each scale and obtaining intercorrelation among the scales on the first administration of the inventory, and by correlating scores on each of the scales in the inventory with psychology course grades and grade point average (GPA). College students (N=110) completed the inventory at 2-week intervals; course grades and GPA's were obtained at the end of the semester. The results showed that deep and shallow processing correlated significantly and inversely and that deep and elaborative processing correlated significantly and positively. Significant correlations were found between Deep Processing, Elaborative Processing, and Self-Efficacy: Conceptualizing scales and course grades and GPA. Shallow Processing, Self-Efficacy: Memorization, and Methodical Study did not correlate significantly with course grades and GPA. Analysis of test-retest scores for men, women, and total groups revealed significant correlations for all but one scale, Self-Efficacy: Conceptualizing, for men. These findings suggest that the Revised ILP can be effective in determining students' learning styles. Future research is warranted. (NB)