Reflective thinking is an education technique that is increasingly recognised as playing a significant role in studentsí academic learning in higher education. Similarly, studentsí approaches to learning are considered as determinant factors in the prediction of student academic performance. While these propositions seem logical as theoretical frameworks for teaching and learning process, they have not been investigated within the real estate discipline. This study explores the relationship between learning approaches, the stages of reflective thinking and academic performance of real estate students. Specifically, the study attempts to explore the causal effects of studentsí learning approaches and reflective thinking on academic performance in property valuation. Biggsí (1987) Study Process Questionnaire (SPQ) and Reflective Thinking Questionnaire (RTQ) developed by Kember et al. (1977; 1991) would be administered to all Real Estate/Estate Management Practice students at each level of study. Their respective academic performance in property valuation would be measured by the studentsí mark in coursework, examination and average of the two pieces of assessment. Two types of analyses (descriptive and linear structural model) would be employed in analysing and presenting data from the survey. The study will conclude with practical implications for real estate education.