This paper uses a multi-level model to identify course variables that affect the relationship between study activities and achievement. Data on course characteristics were collected from 12 high school biology classes, and study activity and achievement measures were collected from 136 students enrolled in these classes. The results indicate that more extensive feedback on quizzes was associated with increases in the relationship between effort management study activities and achievement. However, feedback on homework was linked to decreases in the effectiveness of both effort management and autonomous management study strategies. The provision of extra time for student questions during teacher-led reviews increased the effectiveness of autonomous management strategies. Finally, increases in the number of content categories on the teachers' test led to a decrease in the relationship between memory augmentation strategies and achievement. The findings suggest that a multi-level analysis provides a more comprehensive and appropriate explanation of the hierarchical relationship between course characteristics, study activities, and achievement. (Contains 9 figures and 23 references.) (Author)