The purpose of this study is to investigate the mediation role of self regulated learning strategies in relationship between goal orientation and Academic Achievement. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), study strategies (metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. Two hundred sixty first-year psychology students cooperated in this study. They were assessed on achievement goal orientations using achievement goals questionnaire devised by Elliot and Church (1997) and self regulated learning strategies using The Motivated Strategies for Learning questionnaire (MSLQ) devised by Pintrich et al. (1991) for analysis of data uses multivariate regression and path analysis methods. The results show positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on academic achievement. (Contains 1 table and 1 figure.)