This research objective was to determine the effects of Learning Strategies on Motivation and Learning Outcomes of Overhead "Passing" in Volleyball. The research sample consisted of 40 eleventh-grade senior high school students using a "treatment by level 2x2" research design with the Tukey's test at Q[subscript h] level = 28.99 and Q[subscript t] level = 3.79. The results significantly affected overhead "passing" learning outcomes in volleyball games between "contextual teaching-learning" (CTL) and "expository" learning strategies. The research results obtained F[subscript h]>F[subscript t], namely 47.80 > 4.06. Therefore, the overall conclusion reported an interaction between learning strategies and motivation on learning overhead passing in volleyball games. The "Tukey's" test in groups A[subscript 1]B[subscript 1] and A[subscript 2]B[subscript 1] resulted in Q[subscript h]= 17.42 and Q[subscript t]=2.95. Based on these results, it can be concluded that the results of learning overhead passing in volleyball games on highly motivated students who were taught using the "contextual teaching-learning strategy" (CTL) were better than those taught using "expository" learning strategy. The Q[subscript h]= 2.16 and the Q[subscript t] = 2.95, meaning that the results of learning overhead passing in volleyball games of low motivated students who were taught using the contextual teaching-learning strategy (CTL) were not better than those taught using the expository learning strategies.