Previous studies have shown that conceptions of learning can be different among university freshmen and advanced students (Lonka & Lindblom- Ylanne 1996). Some changes can be seen during study years in general study orientations also (Makinen, submitted). Furthermore, earlier studies have shown that different study orientations can be related to different kinds of conceptions of learning (Caldeira 2002). The purpose of this cross-sectional study is to find out what kind of conceptions of learning, general study orientations, learning strategies and regulation of learning university students at different levels of their studies have and what kind of relations there are between their conceptions of learning and study approaches. The questionnaire used in this study included 77 statements of conceptions of learning, general study orientations, learning strategies, and regulation of learning. The questionnaire was addressed to 353 first-year and fourth-year English language students at the beginning of two sequential academic years in two universities. Altogether, 285 (81%) students answered the questionnaire. In the questionnaire 20 items concerned conceptions of learning. Factor analysis produced the following four-factor solution: emphasis on practical knowledge (the Cronbach's alfa = 0.75), emphasis on cooperation in learning (0.74), learning as construction of knowledge (0.67) and learning as reproduction of knowledge (0.64). According to preliminary results first-year students put significantly more emphasis on cooperation in learning (p=.001) and considered more often learning as reproduction of knowledge (p=.001) than fourth-year students. First-year students emphasized also slightly more learning as construction of knowledge (p=.032) than more advanced students. In general study orientations the only difference between these two student groups was that fourth-year students showed more problems with motivation (p=.000) than first-year students. First-year students were slightly more achievement oriented (learning strategies) (p=.018) and externally regulated (regulation of learning) (p=.010) than students at upper level in their studies. Fourth-year students' emphasis on practical knowledge is positively correlated with problems with motivation (p=.002) and negatively correlated with meaning orientation (p=.005). Emphasis on cooperation in learning is positively correlated with problems with motivation (p=004) and social orientation (p=.000) among first-year students. Fourth-year students' conception of learning as reproduction of knowledge is negatively correlated with their self-regulation (p=000). Instead, first-year students' conception of learning as construction of knowledge is negatively correlated with problems with motivation (p=.000). Results indicate e.g. that advanced students have more problems with motivation than first-year students. This finding is not new. Similarly, first-year students consider more often than older students learning as reproduction of knowledge. More surprising is that first-year students consider learning as construction of knowledge more often than more advanced students. Relations between fourth-year students' emphasis on practical knowledge and problems with motivation (positive) and meaning orientation (negative) suggest that practically oriented students find the nature of academic studies perhaps too theoretical. First-year students' emphasis on cooperation in learning and its positive relation to problems with motivation and social orientation suggest that students who prefer cooperative methods think that there is not enough social interaction in their learning environment. References: Caldeira, P. 2002. Learning conceptions of university students with contrasting study orientations. Paper presented at ECER Conference, Lisbon, Portugal, September, 11-14, 2002. Lonka, K. & Lindblom-Ylanne, S. 1996. Epistemologies, conceptions of learning, and study practices in medicine and psychology. Higher Education, 31, 5-24. Makinen, J. How do changes in university students' general study orientations effect on their studying? Higher Education (submitted).