This paper aims to provide an overview of some preliminary findings from an in-depth study designed to understand how English majors and non-English majors in Zhejiang Sci-Tech University go about their learning, and the ways in which this is influenced by their perceptions of different aspects of their teaching-learning environments. Mixed methodology combining the questionnaire survey and the interview was adopted to gain a deeper insight into students’ learning experiences in Zhejiang Sci-Tech University.The stereotype of Chinese students as surface learners is not valid by the research finding into students’ learning approaches, which indicates that Chinese students are prone to be deep learners. Both English majors and non-English majors are highly intrinsically motivated and generally have positive attitudes toward their learning environments though English majors are not as satisfied with some aspects of their learning environments as non-English majors are. Chinese students’ learning approaches and perceptions of learning environments are consistent with their perceived learning outcomes that non-English majors generally achieve more than English majors and they tend to be more satisfied with their learning experiences in Zhejiang Sci-Tech University.