The first purpose of this study was to investigate gender-related gradernlevel differences in academic motivational and learning strategy cornponentsrnamong 81hrn, 91hrn, 10lh and 111h graders in Northern Shoa region . The secondrnpurpose was to examine the relations between these motivational and learningrnstrategy variables and academic achievement at each grade level. An Amharicrnversion self-report measure of student intrinsic value, self-efficacy, test anxiety,rncogniti~e strategy use, and self-regulation was administered to a random samplernof 391 boys and 366 girls from 5 randomly selected secondary schools and data-onrnacademic achievement were obtained from school records . Analysis ofrnvariance, correlation and regression analyses were employed on the data.rnANOVA results indicated statistically Significant grade level difference (at .05rnlevel) only in self-efficacy between 81h and 111h graders. Statistically significantrngender differences were found in self-efficacy, test anxiety, cognitive strategyrnuse and self-regulation. All significant differences were in favor of males. Therernwas a significant interaction between grade and sex only in cognitive strategyrnuse. Results of correlation analyses indicated that self-efficacy and intrinsicrnvalue were positively related to cognitive engagement and academicrnachievement while test anxiety was related to these variables negatively at eachrngrade level. Regression analyses revealed that self-efficacy and test anxietyrnwere the best predictors of academic achievement at all grade levels. Thernmotivational and learning strategy components, when combined together,rnrevealed statistically significant relationships with academic achievement in allrngrades. It was concluded that the differences in students' motivationalrnorientations and learning strategies were not only due to grade level and sex, butrnalso due to other variables which influence students' motivational beliefs andrnlearning strategies. Students with motivational orientations involving self-efficacyrnand intrinsic value use appropriate learning strategies and appear to bernsuccessful learners. Very test anxious students seem to use defective learningrnstrategies and show poor academic performance. Practical implications of thernfindings are indicated.