The conception of learning is a psychological construct that influences learning outcomes. Therefore, many researchers have explored the concept of learning, especially in higher education. This study aims to identify students' conceptions of learning based on differences in majors. Identifying student learning conceptions is very important for future education to help them understand the nature of learning and help them become a student aware of their duties and responsibilities. Moreover, in the end, they can guide the learning process independently to achieve maximum learning outcomes. A total of 136 voluntary respondents were taken randomly from four majors, namely veterinary education (54 students), biology education (38 students), educational technology (26 students), and educational administration (18 students). The instrument used to measure students' conceptions of learning was adapted from the conception of learning science (CoLS) developed by Lee et al. (2008). The data were analyzed descriptively and multivariately using SPSS 24 for windows at a significance of 5%. From the results of the analysis that has been done, it is concluded that veterinary education students tend to have mixed conceptions of learning (reproductive and constructive), and biology education and educational technology students tend to have constructive learning conceptions. In contrast, educational administration students tend to be quantitative or reproductive profiles. The difference in majors does not affect our participants' learning conceptions. The implications of these results are briefly described in the conclusions, limitations and recommendations.