The last decade has seen an increased emphasis on assessment of student learning and on the use of instructional technologies in higher education. This emphasis has caused sociologists to pay closer attention to learning theories as they seek to increase learning in sociology courses by more effectively engaging students. Thus, to promote greater student learning, instructors should focus on what students are actually doing, that is the amount of time and energy students devote to the learning process. But just how involved is the typical college student in his or her own learning? This paper presents a study which investigates the impact of student behaviors--including study time, reading of assignments, and use of learning technologies--on learning in sociology courses. (Contains 5 tables.)