Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.