The aim of this study is to investigate the role of the prospective teachers' locus of control in goal orientations and of both orientations in academic achievement. The participants were 270 undergraduate students studying in different majors at the Faculty of Education in Pamukkale University. Goal Orientations and Locus of Control Scales were used to gather the data. Pearson Correlation and regression analyses were performed to analyze the data. Results showed that mastery goal orientation was positively and avoidant goal orientation was negatively related with locus of control and academic achievement. A positive relationship was found between locus of control and academic achievement. In the study regression analyses indicated that mastery and avoidance goal orientations were predicted by locus of control and academic achievement was predicted by goal orientations and locus of control together. Implications of the findings were discussed and suggestions were given for the educators.