<p>The objectives of this study were: 1) to test the differential contribution of personality dimensions, type of approach to learning and type of wellbeing, to academic performance, controlling the type of course in which students are enrolled (professional or regular courses); and 2) to test the mediating role of the learning approach in the relationship between personality and academic performance. Participated in the study 602 students attending the 10, 11, and 12 grade. Temperament (novelty seeking, harm avoidance, persistence) and character (self-directedness and self-transcendence), the deep approach to learning and affective wellbeing were significant predictors of academic performance. Deep approach to learning was a mediator of the relationship between personality and academic performance. Implications for school-based policies and practices are discussed.</p>