The differences existing in learning approaches of students belonging to four different classes of a traditional school of medicine in Temuco (Chile) were evaluated. Those students were being exposed to the same curricular experience, but they were in different stages of medical training by this time. At the moment of the study they were at the end of the first, third, fifth and seventh year of medical training. The assessment was done using the Lancaster Inventory of Learning Approach. It was answered by a total of 143 students (100%). The four groups showed very similar scores without significant differences between them. According to the final results the meaning orientation was predominant in all the groups. This orientation corresponded, to the deep approach to learning of Newble & Entwistle (1986). Data were assessed statistically through analysis of variance and Scheffe test for multiple comparison.