The antecedents of post-graduate student success, particularly for overseas students, is a topic that has received little research attention in Australia. Given Australian universities‟ moves to attract and accommodate larger numbers of international students and the disparate backgrounds of contemporary student cohorts, identifying learning success drivers is an important element in subject design. This paper will focus on students studying Marketing Management, a core subject in their degree where the content and concepts they encounter may lie outside their under-graduate background or their current post-graduate program. We report on a situation where international students dominate the enrolment, with students from one overseas country accounting for more than 60 per cent of enrolment. Critical metrics of student performance, such as text purchase, lecture attendance, reading of key resource materials, effective teamwork participation, response to teaching style, voluntary access to on-campus learning support, reading, question answering, and written expression ability are measured and discussed. Also, correlations between key metrics and evaluative course responses are presented. Results suggest a significant core of students consistently opts out of engagement with the subject. Implications for day-to-day course management, in terms of how other, more engaged students are affected, are considered, particularly in relation to team work, a graduate outcome of many Australian universities today. The findings offer general insights for course delivery at post-graduate level, as well as some of the competing pressures in higher education against the backdrop of mixed cultural and engagement level of contemporary student cohorts attracted to Australian universities.