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In this research, it is investigated whether the gender, study room, academic achievement and the level of the class have any significant influence on independent (individual) study habits, study habits with a partner (a friend) and study habits in a group. There are various factors that affect the students’ academic achievement. Amongst these factors are some activities called study habits which the students gained, preferred and like to do for learning at and out of school. In terms of fulfilling the main assumptions of the program, it is considered important to make clear the appropriateness of the habits with the understanding of the implemented program, by determining those study habits of the students. The research was implemented on 570 primary students. In order to obtain data, “The Study Habits Scale” and “Personal Information Form” were used. While analyzing the data, frequency values, point average and standard deviance were determined. The study habits were analyzed with ANOVA and the influence of the personal variables on the study habits was analyzed with MANOVA. Tukey HSD test was used to determine the source of the significant differences; and, the significance level of .05 was deemed sufficient for the interpretation of the results. At the end of the research, among the points of the students’ independent study habits, study habits with a partner and study habits in a group, it was observed that there were significant differences in favour of the study habits with a partner; between gender and the study habits with a partner, in favour of the male students; and it was observed that there were significant differences among the study habits with partner, the study habits in a group and the level of the class of the students. However, no significant differences could be observed between the fact that whether the student has a study room or not, the students’ academic achievement variables, and the students’ study habits.