This study reports a content analysis of the conceptions of learning of 333 Master's students. The view of learning as rote-memorisation and/or reproduction for examination commonly held by Western students appears to be held by few of the Nepalese. Doubts are also cast as to the existence of hierarchies of conceptions of learning supported in Western studies. In particular, it is suggested that Nepalese cultural and religious beliefs may result in the conception of learning for character development to emerge at a much lower cognitive level than in the West.