Study habits—systematic patterns of learning behaviour encompassing planning, strategy use, monitoring, and regulation—constitute one of the most powerful and malleable determinants of academic achievement. Drawing on cognitive psychology, self-regulated learning theory, and large-scale meta-analyses, this review synthesizes evidence on high-impact study strategies such as retrieval practice, distributed practice, elaboration, and metacognitive regulation. The paper then localizes this literature to the Indian context, reviewing studies conducted among secondary-school and university students, policy-linked initiatives emphasizing learner autonomy and digital learning, and institutional programs designed to strengthen learning skills. Challenges unique to India—such as socio-economic disparities, linguistic diversity, digital divides, and examination-driven pedagogies—are analysed. The paper concludes with evidence-based recommendations for educators, institutions, and policymakers seeking to embed learning-to-learn competencies across curricula in pursuit of equitable academic success.