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This study focuses on the effect of academicself-concept on the use of learning strategies conducive toacademic achievement. Data from 407 national vocationalcollege students in Taiwan were analyzed by structuralequation modeling through the LISREL 8.80 version. Theresults of this study can be summarized as follows:(a) academic self-concept has a significant positive effecton deep, surface and strategic approaches, as well as aca-demic achievement, (b) of all the learning strategies, stra-tegic approach has a significant positive effect, and surfaceapproach has a significant negative effect on academicachievement, and (c) strategic approach mediated a posi-tive relationship between academic self-concept and aca-demic achievement. Overall, these findings suggest thathigher level educators may offer positive encouragement toincrease students’ learning motivation, efficiency, and self-concept and assist in the development of recognition con-cerning self-learning and meta-cognitive skills. Thesefindings may help students to select the best learningapproaches and improve their academic performance.Implications for the design of educational models andcurricula in vocational college education are also discussed.