The aim of this study was to examine the relationship between goals orientations, learning approaches and academic achievement and to examine the possibility of predicting the academic achievement through goals orientations and learning approaches. A sample of N = 346 male and female second and third year undergraduated and first year graduated students of different colleges and sections in Osijek participated in this study. The following instruments were used: Components of self Regulated Learning and Approaches and Study Skills Inventory for Students. Students' grade point average was also used in this study. The results of this study indicate that academic achievement is in positive correlation with mastery and achievement goals orientations and deep and strategic learning approaches and in negative correlation with work-avoidance goals orientation and surface learning approach thus confirming 1a and 1b hypothesis. Furthermore, the results indicate positive relationship between mastery goals orientation and deep and strategic learning approaches and positive relationship between work-avoidance goals orientation and surface learning approach and negative between work-avoidance goals orientation and deep learning approach thus partly confirming 1c hypothesis. Further, mastery and achievement goals orientations were positive predictors of academic achievement and surface learning approach was negative predictor of academic achievement thus partly confirming hypothesis 2.