The major concern of this study was to examine how far gender, parents'rneducational background and learning strategy components predicted students'rnacademic achievement. A total of 380 subjects, (188 males and 192 females)rnwere involved in the study from Dessie Town high schools. A Likert type fivernpoint scale self-report measures and a short supplementary questionnaire,rnwhich used to obtain demographic data, were administered. The overallrnacademic achievement, Mathematics achievement and Language achievementrnscores were obtained from school records. Correlation, t-test, analysis ofrnvariance and multiple regressions were used for analysis. Results obtainedrnthrough Correlation analysis portrayed that except gender, both parents'rneducational background and learning strategy components indicatedrnsignificant association with academic achievement. The t-test revealed thatrnthere existed significant average difference in mathematics achievement inrnfavor of males and language achievement favoring females, but there was nornstatistically significant difference between male and female students in thernoverall academic achievement. Moreover, statistically significant genderrndifference was observed in self- regulating strategy in favor of males but nornsignifi~ant difference was revealed in cognitive strategy use. The ANOVArnresults indicated significant students' academic achievement differences duernto their parents' educational level differences. Students who come formrneducated Parents perform better in school than their counterparts who comernfrom uneducated parents. Similar students' academic achievement resultsrnwere also observed with their paternal or male guardian and maternal orrnfemale guardian educational levels. The multiple regression analysisrndisplayed that both parents' educational background & learning strategyrncomponents had statistically significant contribution on students' academicrnachievement, explaining 88% of the variation in academic achievement. Of thernvariables treated in the study, parents' educational background was the bestrnpredictor variable in students academic achievement