Australia's national curriculum includes explicit learning of the diverse countries, cultures, and peoples of Asia as a cross-curriculum priority. Despite this and previous initiatives to develop what has been called 'Asia literacy', recent evidence suggests that progress in the teaching and learning of this priority has been marginal and patchy. Based on the premise that current student attitudes to this learning are largely unknown, this chapter presents a subset of findings from a broader study of Australian secondary students' attitudes towards Asia-related learning. This quantitative component of a mixed-method study utilises a 2002 survey instrument in order to explore the attitudes of Year 8 students in 2002 with respect to responses of Year 7 and 8 cohorts in this current study. The findings indicate that although levels of the most positive attitudes were lower, the proportion of students who were generally interested in Asia-related learning had increased significantly. The overall level of negative attitudes remained similar to those found in the 2002 study, with boys expressing fewer of the very positive attitudes and more of the negative attitudes. Finally, in terms of context of learning, students in 2002 and 2015 have the view that their learning about Asia within the school context has barely changed, despite this 13-year period being characterised by an increased interest and enactment of policies that have sought to promote studies of Asia in schools. This suggests the need to further investigate the drivers and motivators for student attitudes towards Asia-related learning and reassess current approaches accordingly. [For the complete volume, "Transforming Pedagogies through Engagement with Learners, Teachers and Communities. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 57," see ED661742.]