The paper attempts to respond to the question: do culturally diverse students learn in culturally distinct ways. Two groups of tertiary students were exposed to the same content and teaching strategies in two European countries. It was expected that the students' perceptions about the teaching and their reflection on their learning would reveal cultural differences. The data showed no significant differences between the two groups. It seems that the geographic location at which the students gained their education and their educational experiences had a more significant impact on the ways they constructed their knowledge and the conditions for learning than their ethnic and cultural background.