How personality traits predict students' course experience, approaches to learning (SAL), and academic achievement were investigated. A path analysis showed that personality traits predicted course experience, which, in turn, predicted SAL and academic achievement. Personality traits accounted for 27% of the variance in teaching quality, and 18% of the variance in appropriate workload. Furthermore, personality traits and course experience accounted for 19% of the variance in deep SAL, 55% of the variance in surface SAL, and 48% of the variance in strategic SAL. The whole model accounted for 13% of the variance in examination grades. It was concluded that individual differences in personality should be taken into account when investigating learning in terms of students' course experience and SAL.