One hundred freshmen students at the University of Missouri-Kansas City (UMKC) School of Medicine were surveyed using the Lancaster Approaches to Studying Inventory to determine if the success of students at a highly selective combined baccalaureate/MD degree program is affected by their different approaches to learning. Analysis of the survey results indicated that the learning styles of students from this combined-degree school tend to be similar to the learning styles of students from other baccalaureate degree programs in medicine. It appeared that there were some relationships between approaches to learning and success in the program, and that this association between learning styles and success was related to gender differences. Among the implications presented was the observation that if learning styles are consistently related to student success at the subject, semester, or program level, then the results must be discussed with students so they can succeed in the program. Contains 21 references. (GLR)