The study aimed to assess the relationship among epistemological beliefs, learning styles, learning approaches and achievement of the University students. One hundred University students participated and responded the Epistemological Belief Questionnaires (EVQ) and Learning Style Inventory (LSI), and MANOVA used to find out the relationship among the variables. It resulted that ability has significant relationship with learning styles and learning approaches, and there was significant relationship between learning styles and interest, but no significant relationship among learning approaches, interest, and achievements of students. It was also resulted that there existed no significant relationship among the epistemological beliefs, learning styles, learning approaches and achievement of the University students. Quick learning, slow learning, traditional approach, constructivist approach, and achievement have no significant relationship with ability. Similarly, interest, previous knowledge, effort, IQ, environment have no significant relationship with quick learning, slow learning, traditional approach, constructivist approach and achievement of the university students.