In this paper we explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning. Here, learning is not merely the application of an approach to a cognitive task, but a social process of identity formation. In particular, we draw on Gee's concept of Discourse models to identify the implicit theories students use to make sense of their learning and assessment experiences. From interviews with third year engineering students, we identified what we termed the "no problem Discourse model", in which students construct an upbeat portrayal of their experience of a course, despite experiencing crises induced by assessment events. Through a process of justification the seriousness of the crisis is denied. This Discourse model appears to have its roots in a popular Discourse of self-actualization. There was evidence of co-construction of this model during the student learning interviews. This suggests implications for the roles that teachers can play in either maintaining or challenging the Discourse models that are adopted by students. (Contains 1 figure.)