This study applied the methods of meta-analysis and structural equation modeling to analyze studies from 2000 to 2011 inquiring about the relationships between self-efficacy, learning strategies, and academic achievement among students. The results showed that the correlation between self-efficacy and learning strategies (r bar=.57), the correlation between self-efficacy and academic achievement (r bar =.38), and the correlation between learning strategies and academic achievement (r bar =.37) were all significantly positive. In addition, self-efficacy had direct effects on learning strategies and academic achievement. Self-efficacy also had indirect effects on academic achievement mediated by learning strategies.