A 135-item survey was administered to 279 students enrolled in tertiary distance education programs in Queensland, Australia. The study was intended to identify (1) factors that are highly predictive of positive and independent learning growth and (2) strategies that students and educators can adopt to help students achieve a high level of affinity with their distance study program. The following demographic factors were found to be predictive of high affective development: being 46 years old or older; living in the largest urban centers; experiencing the influence of family, physical handicap, and employment; and having 10 or more hours of leisure time. Living as a single adult with children and working 46 or more hours per week were predictive of negative affective development. Previous learning variables that were highly predictive of positive affective development by students were these: (1) studying continuously for periods from 1 to 10 years; and (2) having gained qualifications. Present learning variables that appeared predictive of positive affective development included experiencing a moderate effect for socioeconomic conditions, making one or more visits to the institution, having great study expectations, having personal development reasons for studying, studying in various places, and studying more than 10 hours per week. It appeared that the search for a suitable teaching model should be replaced by a mix of teaching and learning behaviors that will promote effective student control over their own learning. (MN)