The general objective of the current study was to assess the relationship between achievementrngoal orientation, approaches to learning and academic achievement of college students. For thernstudy, 243 sample college students from Bonga College Teacher Education (BCTE) werernselected through stratified random sampling method. Students' goal orientation and approachesrnto learning data were collected through two questionnaires. Academic achievement of the studyrnparticipants was collected from BCTE registrar office. Correlation, regression and independentrnt-test were employed in the analysis of the data.rnThe result of the study revealed that i) there was a statistically significant relationship betweenrngoal orientation and academic achievement. Academic achievement was related positively withrnmastery and performance approach goals; and related negatively with performance avoidancerngoal; ii) among approaches to learning components, strategic approach positively and surfacernapproach negatively related with academic achievement of college students, while deeprnapproach was not; iii) there was statistically significant relationship between goal orientationrnand approaches to learning components. Mastery and performance approach goals relatedrnpositively with both deep and strategic approaches to learning. Mastery goal negativelyrncorrelated with surface approaches to learning, whereas performance avoidance goal wasrnpositively related with surface approach and negatively related with both deep and strategicrnapproaches to learning; v) with regard to sex differences in goal orientation and approaches tornlearning, the t-test revealed a significant difference between the two sex groups in goalrnorientation as well as approaches to learning variables except surface approach to learning;rnand vi) goal orientation components have statistically significant joint contribution to thernprediction of college students' academic achievement. Similarly, approaches to learning havernsignificant joint contributions to the prediction of college academic achievement. However,rnfurther analysis of each variable demonstrated that only performance approach goal,rnperformance avoidance goal and surface approach to learning have significant contribution tornthe prediction of academic achievement. It is concluded that goal orientation variables are partrnof the non cognitive variables related with college students learning approaches and academicrnachievement. Therefore, college instructors and counselors need to think about conditions tornavoid students' tendency to adopt performance avoidance goal as well as use surface approachrnin their college education. Moreover, future research in the area is recommended.