Educators frequently face the question regarding the extent to which they can actually influence student learning, particularly as learners are also influenced by a complex network of many different factors. Specifically, it is of interest to identify so called malleable variables - that is factors which can be influenced by educators compared with variables that educators are unable to change. In this study, data from a cohort of 207 students pursuing a Bachelor degree at a German international university where the language of instruction is English are examined to investigate the way in which various background factors influence student performance. In particular, how students' values – as measured by the Portrait Values Questionnaire (PVQ) - and approaches to learning – as measured by the Study Process Questionnaire (SPQ) – operate to influence student achievement both directly and indirectly. Results indicate that values and learning approaches have a similarly moderate impact on achievement once other factors, such as gender and whether students are enrolled in an Arts or a Science degree have been taken into account.