Different scholars have indicated that learner variables playa significant role in education. Thernpresent study was basically aimed at investigating the effects of selected individual variables inrnEnglish language achievement. The variables were motivation, learning style, attitude andrnanxiety. Specifically, the objectives of the study were to determine the combined and uniquerncontribution of these variables to English language variations among students, identify thernfac tor(s) that contribute most to the variance and determine if there were a significantrnrelationship between learning style and Motivation, learning style and anxiety and motivationrnand attitude.rnThe samples of the study were 210 randomly selected grade ten students in Bishaw W/yohannesrnHigh school in Kafa Zone of South Nations Nationalities and people's Region. For this study,rnEnglish language examination was prepared based on the grade nine and ten syllabus. Thernattitude, anxiety and perceptual learning style questionnaires were collected from differentrnliterature and modified. On the other hand, motivation questionnaire was designed by thernresearcher based on Gardener's motivation concept and finally Group Embed Figures Testrn(GEFT) was used to test the students' cognitive style of field-dependence/independence. All thernquestionnaires were five scale likert -type. The examination and questionnaire were piloted forrntheir reliability, difjiculty and discrimination levels before they were used for the main study.rnThen, data were analyzed using Pearson Product Moment Correlation, ANa VA, MultiplernCorrelation and Step-wise Regression. Based on the analysis, all the variables included in thernstudy predicted 25% of English language achievement variation among the students.rnSpecifically, motivation (14.2 %), attitude, (4.7%) and cognitive style (3.8%) were found /0rnpredict English language achievement variation significantly. But anxiety and perceptualrnlearning preferences were not. On the other hand, only attitude towards seif and attitude towardsrnplasma were found to be important predictors of achievement variations among the students. Thernother finding was that only attitude significantly correlated with motivation. The intercorrelationsrnamong the other variables were generally weak.rnBased on these findings, in order that they bridge achievement gaps among students, it isrnnecessary for the English teachers to foster their learners' self- esteem in learning the language,rnencourage efforts and vary the teaching and testing methods.