This chapter brings together the findings of a series of studies that explores the impact of curricular changes on students' approaches to learning. It confirms the existence of the Cross-over Phenomenon' by triangulating previous findings with the findings of a fourth study which was independently conducted using similar methods. The chapter focuses on identifying features that characterise the surface-responding subgroup' so as to enable the development of better ways to support a greater proportion of students. A subsequent study by Campbell et al. confirms the finding that perceptions of context are more closely related to approaches to learning than the actual design itself. The R-SPQ-2F requires each student to indicate their level of agreement with a set of 20 items. The interviews also enabled the identification of each student's perception of each context, and details are available in Balasooriya, Hughes, and Toohey.