This study examined the relationship between different dimensions of selfrnconcept and academic achievement, and relationship between academic intrinsicrnmotivation and academic achievement of preparatory program students inrnWestern Shoa Zone. Selection of 408 subjects (50% males and 50% females) wasrndone by using stratified random sampling on the basis of equal allocation. Thernsubjects' self-concept was measured using a 33-item adapted from SDQII-S (Ellis,rnMarsh and Richards, 2002), and their academic intrinsic motivation wasrnmeasured by a 30- item drawn and adapted from Academic Intrinsic MotivationrnInventory (Shia, 2001). Their first semester average score of all school subjectsrnmeasured academic achievement of the subjects. The data collected through theserninstruments were analyzed by Pearson product moment correlation, t-test, multiplernand stepwise regression statistical techniques.rnThe study revealed that a positive and significant relationship was foundrnbetween academic self-concept and academic achievement, between total se~fconceptrnand academic achievement, and between academic intrinsic motivationrnand academic achievement of all respondents in general and female respondentsrnin particular. Total non-academic self-concept, on the other hand, negatively andrnsignificantly correlated with academic achievement of all respondents as well asrnmale respondents. Academic self-concept was found to be significantly a positilJernpredictor of academic achievement, whereas a total non-academic self-conceptrnwas significantly a negative predictor of academic achievement for allrnrespondents and for male respondents. Moreover, both total self-concept andrnacademic intrinsic motivation were independently significant predictor ojrnacademic achievement. A significant difference in academic achievement wasrnalso found between males and females, and between 'respondents belonging withrnhigh and low levels of academic self-concept, total self-concept and acac1em;crnintrinsic motivation.