This study aimed to assess the self-reported level of learning approach practices among 10th-grade students in Jordan and to examine whether there are any significant differences in the practices of learning approaches based on gender. The research instrument was a scale comprising 52 items categorized into three domains: strategic, deep, and surface learning approaches. The scale was administered to a sample of 341 male and female students. Results indicated that the level of practicing learning approaches among the students was generally high, with the strategic approach being the most commonly used, followed by the deep approach, and the surface approach ranking third with an average score. Additionally, there were no significant differences between male and female students in terms of their practice of learning approaches.