Quality learning in higher education is an impetus and major objective for educators and researchers. The student approaches to learning (SAL) framework, arising from the seminal work of Marton and Säljö (1976), has been researched extensively and used to predict and explain students' positive (e.g., critical reflection) and maladaptive behaviors (e.g., work avoidance). It is prudent for educators to cultivate and encourage students to actively construct and make sense of their own learning, rather than to simply memorize and reproduce contents for assessment purposes. In this review, we revisit and examine the SAL theorization within the contexts of higher education. We scope the importance of quality learning and propose three major elements in our discussion, which may foster deep, meaningful learning inclination: assessment strategies, the classroom milieu, and alignment of learning objectives. We conclude this theoretical article with an offering of issues for continuing research development. This focus, in our view, is significant as we believe the SAL framework is not robust in its explanation of students' learning behaviors in different sociocultural settings.