The present study attempted to assess the impact of learning styles, personality and self-esteem on the academic achievement of university students. Participants N=120 were 60 male students, mean age of 22 years and 60 female students, mean age of 20.5 years. Data was collected using Rosenberg's Self-Esteem Scale, John et al's Big Five Inventory and O'Brien's Learning Style questionnaire. Descriptive statistics, correlation and regression revealed (using SPSS version 22) self-esteem, and personality had a significant relationship with academic achievement.