This paper reflects upon findings from a qualitative study exploring the difficulties some students had when attempting to engage with the requirements of ‘Independent Learning’ following the transition to university. The paper considers ways in which the students’ prior learning experiences while studying for A-level may have established certain learning goals that would be difficult to continue to follow whilst also meeting the new HE requirements. These observations are set within the theoretical framework provided by motivational goal theory suggesting some future developments for that theory. These proposed changes include the development of our understanding of the goal of ‘performativity’.