While past research has reported moderate effects of learning-to-learn courses on grade-point averages (GPAs), number of hours completed, and attrition rates, little has been reported about how students fare in subsequent semesters. This study, which consisted of a five-phase interview process with 30 randomly selected male and female college students, contrasted high (n=16) and low (n=14) GPA, second-semester students on five outcomes: use of nonstudy time; time management; self-reported changes; adaptation to different studying situations; and studying behaviors as measured by marked texts, notetaking, or self-reported review tactics. The study found that: (1) while all high GPA students had chosen majors, only half of the low GPA students had selected a major; (2) high GPA students reported spending more daytime hours studying; (3) while students in both groups reported having changed study practices during their first semester, most high GPA students ascribed the change to a more demanding workload; low GPA students sought to improve grades; (4) when asked about self-management practices under different studying situations, some differences were observed for managing daydreaming and distractions; (5) scores on test preparation as measured by marked texts and notetaking were low for both groups. (Contains 20 references.) (CH)