Purpose - To provide an understanding of the ways in which Confucian Heritage students use reflection as a means of learning at university. Design/Methodology/Approach - An exploratory qualitative study into the ways in which Confucian Heritage students learn while studying at university. Data are collected by means of semi-structured formal interviews involving six students enrolled in a first-year business course at an Australian university. Interviews are analysed using qualitative content analysis to identify major themes. Findings - The research finds that values and cultural background influence Confucian Heritage students' approaches to teaching and learning at university. Beliefs that Confucian Heritage students learn through 'rote learning' are challenged. Reflection is shown to be an important means of understanding, through deep learning, for Confucian Heritage students. Practical implications - Understanding the relationship between culture and learning will inform teaching practice, thus enabling educators to guide and facilitate learning outcomes more effectively. Originality/value - The research challenges the assumption that Confucian Heritage students use surface learning approaches such as 'rote learning'. In fact, repetition is part of a process of reflection leading to deep learning. The research shows the importance of understanding culture as a means of improving learning outcomes.