Children's Approaches to Learning (AtL) represents how children seek learning opportunities in their classrooms. It can include children's persistence, attention, and initiative. It has often been studied using a composite of a teacher-rated scale. However, person-centered approaches may account for heterogeneity in children's learning approaches, and it may be able to tease apart differences between AtL and other similar constructs, like Executive Function and social development. This study used Latent Profile Analysis in a study of Head Start children (n=355) ranging in age from 28 to 59 months. Five different profiles of children emerged, including those with low, medium, and high AtL and two unique profiles. Differences in social development and executive function emerged across the profiles. Implications for teachers are discussed, including ways to promote children's AtL.