Description: This research presents the change that students' conceptions of learning undergo as they progress through a programme of higher education (HE). The research question addressed is: Are there significant differences in students' conceptions of learning (Marton, Dall'alba & Beatty (1993) [i] prior to and during their HE studies; [ii] when of different educational backgrounds. The objective is to see what could be done to ease the students' entrance into HE and this for both domestic and international students. The results will have an educational value as well as economic value in that they may impact programme design and delivery in such a manner so as to positively affect student achievement and "graduate-ness". The research is based on the Conceptions of Learning framework put forth by Säljö (1979), work later replicated by Marton et al., 1993; Van Rossum and Schenk, 1984 and supported by research by Giorgi (1986). Marton's work added a concept to the original five resulting in the following six: memorisation, reproduction, application, understanding, seeing something a different way and changing as a person. Although Marton has postulated that there may be a hierarchy in these concepts and that students in HE tend to progress up the hierarchy, little research with the exception of a study by Wong, Wen and Marton (2002), has been done in this area. Also relevant to this study is the construct of "pedagogical flow" (Lingbiao & Watkins, 2001) which refers to country-characteristic teaching practices which may influence the way in which students approach their learning. The work of Vermunt and Minnaert (2003) which supports the idea that students entering HE question and modify their conceptions of learning before consolidating them is drawn upon as well. Methodology: Two samples of 3rd-year Hospitality Management degree students (n=80, n=75) were used for this study. The instrument, a questionnaire, based on Marton et al. (1993) conceptions of learning asked respondents to rank and rate these conceptions prior to and three years into the programme of higher education. It was distributed to students during class time for voluntary completion. Conclusions: In a previous, exploratory study completed in 2005, a sample of 3rd-year Hospitality Management degree students (n=55) ranked their conceptions of learning using the framework of Marton et al. (1993). There was a statistically significant difference in the rank of three of the conceptions: memorisation, changing as a person, and seeing things differently. It is expected that the new study will confirm these findings, ie. show significant change on the same variables. Furthermore it is expected that a finer analysis may be possible as the second and third sample will also provide a rating of the conceptions.