Anecdotal evidence suggests that Asian students in institutions of higher learning, both overseas and in their own countries, use rote learning strategies. More recent evidence, however, seems to challenge this view. A study was undertaken to investigate whether this stereotype is sustained or challenged, using evidence gathered from Australian and Sri Lankan university students. Some items from Biggs's (1987) Study Process Questionnaire and an instrument developed by the author to estimate the relative importance of learning goals were administered to 131 Australian and 134 Sri Lankan students. The results raise serious doubts concerning the validity of the existing stereotype.