This study aims at analysing the relations between students' achievement motivation, learning strategies and their epistemological beliefs in learning through structural equation modelling, and at exploring the mediation role of motivation in the relations between learning strategies and epistemological beliefs. The study group was composed of 446 undergraduate students attending the Faculty of Education. The Motivated Strategies for Learning Questionnaire (MSLQ) in addition to the Epistemological Belief Scale was employed as the instrument of data collection in the research. The data obtained were then analysed via confirmatory factor analysis and the path analysis. In consequence, it was found that the model consisting of such variables as learning strategies, motivation and the belief that learning depends on effort yielded the acceptable fit indices, and it was also found that motivation variable mediated between the relations holding between the belief that learning depends on effort and the learning strategies.