This paper examines the relationships among religiosity, goal orientation, learner autonomy, andrnacademic achievement of preparatory school students. In light of this intention, threernpreparatory schools in South Wollo were selected. Data were gathered using Religiosityrncale (RR), Goal Orientation Scale (GO), and Learner Autonomy Scale (LA) from 116rnstudents in the selected schools. Achievement scores (AA) were secured from recordrnoffices of each school. Inter-correlation matrix, partial correlations, multiple regressionrnanalyses, and stepwise regression analyses were used to analyze the data. Correlationrnrevealed that there were relationships between AA and RR, GO, and LA. Results ofrnpartial correlations indicated that AA was positively and significantly related to Go, RR,rnand LA after the combined contribution of other variables partial out. Results of partialrncorrelations among RR, GO, LA indicated that GO was positively and significantlyrnrelated to LA but not significant with RR. The relationship between LA and RR was notrnSignificant. Multiple regression analysis showed that RR, GO, and LA contributedrnsignificant contribution to AA of the students accounting for 22.6% of the overallrnvariance of students ' AA. The stepwise regression analysis has arranged RR, GO, LA inrnterms of their contribution to the regression and was found that LA, GO, and RRrncontributed 0.162, 0.039, and 0.025 respectively to the multiple co-effiCient ofrndetermination (R2 =0.226). Based on the implication of these findings to the educationalrnand instructional practices, the researcher recommends that non-cognitive variablesrnneed to be given due attention to increase students academic performance.