Although research over the past 20 years has examined the dynamics of student learning, most initial studies focused on how scholastic aptitude tests and teacher rating scales predicted academic success. This study attempts to determine the relationship between scholastic aptitude and three approaches to learning: (1) presage; (2) process; and (3) product. The researcher administered the Study Process Questionnaire (SPQ) to 532 undergraduates to investigate the relationship between scholastic aptitude and the Surface, Deep, and Achieving approaches to learning. Scholastic aptitude was measured by the Scholastic Aptitude Test (SAT). Results indicate that students scoring highest on the SAT used the Surface Approach more often than middle or low-ability students. That is, those with higher abilities chose to adopt rote memorization as a learning strategy to achieve high grades in school. Students scoring lowest on the SAT reported using the Deep Approach more often than students in the middle or high ability groups. Students with higher abilities may be using a Surface Approach because the American system fosters this type of learning style and/or such an approach marks the most efficient method for academic success in certain courses. Contains 8 references. (RJM)