This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated learning efficacy affected academic achievement directly only for international students. Several path models were constructed to assess the direct and indirect relationships among variables. It was found that for international students, both forms of motivation indirectly affected academic achievement through the mediating influence of efficacy for self-regulated learning. However, this path model did not sustain for domestic students. Implications of the findings for community college administration were discussed. (Contains 5 tables and 3 figures.)