Three main categories of variables which impact the approach to learning were synthesised, and they are linked to the learning context, the way that students perceive this context and the students' characteristics. Despite the research which emphasised the influence of these variables on approaches to learning in different areas, only a few studies have addressed their effect on nursing education. The purpose of the present study was to investigate if achievement goals orientation and study engagement predict nursing students' approaches to learning. A total of 120 second-year nursing students included in a traditional educational programme for nurses in Romania were invited to fill in three questionnaires. The results revealed that students' preference for a deep approach to learning is predicted by the mastery-approach goals, students' vigour and their dedication. The surface approach to learning was influenced by mastery-avoidance goals, while study engagement did not impact a surface approach to learning. These results add new knowledge regarding the high impact of study engagement on learning, and support the need to find ways to enhance it in the instructional process. From the practical perspective, these personal variables can be influenced by teachers, who can optimise the learning process and finally the students' academic achievement.