This paper examines the relationships among motivational orientations, learner autonomy, andrn. academic achievement of EFL learners at Dessie College of Teachers Education. Eighty fourrnstudents completed a questionnaire consisting two scales, namely, motivational orientations scalernand learner autonomy scale. The motivational orientations scale was used to get students'rnresponses to three orientations related to motivation: intrinsic motivation, extrinsic motivation,rnand amotivation. A learner autonomy scale elicited students' responses on their learnerrnautonomy in learning English. Students' responses on both scales were correlated to determinernany possible relationships between the independent variables and the dependent variable. Datarnwere also obtained using interview, focus-group discussions, and open-ended items. Students'rnacademic achievement scores were obtainedfrom the College's Registrar's Office.rnTo describe the data, descriptive statistics such as percentage, mean, maximum and minimum,rn. and standard deviations were computed. Pearson-Product-Moment correlations and partialrncorrelations were conducted to see whether or not there was a relationship among the variables.rnIn addition, t-tests and ANOVA were used to check whether there were significant differences illrnthe mean academic achievements between different levels of the trails under discussion.rnThe results from the correlation analysis indicated that there was a statistically significantrnrelationship between the independent variables (motivational orientations and learner autonomy)rnand the dependent variable (academic achievement). Similarly, significant relationships amongrnthe independent variables themselves were found. But, amotivation was found to be negativelyrncorrelated with both the independent variables and the dependent variable.rnThe partial correlations held among each independent variable and academic achievementrnshowed that each was positively and significantly correlated with academic achievement exceptrnamotivation which is negatively but significantly correlated with academic achievement.rnSimilarly, the results from the analysis oft-test and ANOVA have revealed that there wasrnstatistically Significant difference in the students' mean academic achievement score withrndifferent levels of the independent variables. Overall, the students found to be more extrinsicallyrnthan intrinsically oriented as data obtainedfrom the open-ended items, interview, andfocusrngroup discussions show . Based on the findings, suitable interventions like training learners,rnarranging self-access rooms, redesign of assessment modes and syllabus are recommended.