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Interviews were conducted on 20 women distance learners from community nursing disciplines at the University of Wolverhampton, United Kingdom (UK). The aim of the research was to develop relationships between approaches to study, learning styles and strategies and materials design, and how these impact on the need for support and guidance in distance learning. The research draws on theories of learning style and strategies, as well as constructivism. The interview transcripts were analysed using grounded theory techniques of open and axial coding. This article discusses the processes through which the coding procedures were used to develop concepts, categories and properties. Three approaches to study were identified: systematic wading, in which students tend to be serialist learners, progressing through the materials in a sequential and rigorous manner, actively engaging with learning materials, fostering deep learning; speedy-focusing, in which students tend to be holistic learners, taking in the whole picture to get the gist of things and, with a strategic view of materials, taking short cuts to focus on what is required, fostering deep learning and global dipping, where studying takes place in a disorganised fashion, but while they too use holist approaches, they tend to encounter difficulties which cause them to move in and out of serialist and holist approaches. The type of approaches to study has implications for the type of materials and the degree interaction with tutors and these aspects are discussed.