This research aims to analyze the relations from motivation to self-regulatory strategy on academic achievement in high school among academically higher-achieving students. Methods in autoregressive cross-lagged modeling by Mplus8.5 are used to evaluate 309 high school students with higher achievement in language or mathematics from the Korean Education Longitudinal Study 2013 (KELS 2013). First, motivation on cognitive regulatory strategy and cognitive regulatory strategy on behavioral regulatory strategy statistically significant positive relate to the same year and two years later. Second, the longitudinally mediated self-regulatory strategy between motivation and high school academic achievement is not statistically significant. These findings would strengthen the rationale for practical strategies for academic achievement in learner-centered gifted education.