The aim of this study was to conduct research about independent learning in post-16 education in order to assist the author, a teacher and senior leader, with developing college-wide improvement strategies. The research consisted of observations and surveys of teachers and students at eight schools in Bedfordshire in order to investigate the extent to which students and teachers work towards the creation of deep learning, in the sense defined, discussed and developed by Adey, Entwistle, Dibdin and Deakin-Crick. The results point to students juggling between deep and surface learning strategies in conjunction with mixed messages from teachers and institutional practices. Conclusions drawn include the recognition that teachers, with the support of senior managers, need to take greater control of the discourse of performance management in order that the rush for examination success does not prove detrimental to the progress of young people. (Contains 7 tables.)