Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was collected by using "The revised two-factor Study Process Questionnaire" developed by Biggs, Kember, and Leung (2001) and adapted to Turkish by Yilmaz (2009), "The Academic Motivation Scale" developed by Vallerand et al. (1992) and adapted to Turkish by Eymur and Geban (2011), and "The Personal Information Form". It was found that there is not a relationship between academic success and learning approaches. There was no significant correlation between academic success and academic motivation. Academic motivation and learning approaches were correlated (r = 0.258). Academic motivation and learning approaches, together, explained academic success (0.078).