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The orientation of learners, which takes into account their environment and how they take control over their studies, is an important factor in deciding which methods the students will adopt in their learning. To determine the factors which influence the orientations of students studying at a distance, three groups of chemistry students at two Australian universities were studied using grounded theory the methodology. It was found that the major influences could be divided into two main categories: independence and study environment. To maintain the interest of geographically distant students, they had to be highly motivated and this motivation was found to be mainly intrinsic. The students chose to study by distance education, accepted isolation as a part of this choice and devised strategies to overcome this. Several different study environments were identified. The major constraints to study were space limitations, work commitments and family commitments, the latter being of most concern. Although students were predisposed to adopt a deep learning approach, they were particularly concerned with their efficiency of learning, which led them to adopt a strategic approach, using both deep and surface approaches depending on their circumstances at the time.