Once student learning approaches have been identified, the instructor can remove or mitigate factors that encourage surface learning and develop their course to encourage deep learning. When instructors organize appropriate learning activities to ensure that students engage in active learning, civil engineering students are more likely to develop a deep approach toward learning. Therefore, identifying civil engineering students' learning approaches is an important factor in their academic success. The present study examined the learning approaches of civil engineering students in three universities in Turkey and the extent to which their learning approaches were related to gender, age, type of university, year of study, and construction management course success. Data were collected from civil engineering students in undergraduate programs at three different universities using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). The questionnaire was directly administered to students, and 174 participants responded to the survey. The study findings revealed week correlations of learning approaches with age and year of education, and moderate correlations between learning approaches and construction management success.