The aim of this study is to investigate academic achievements of the prospective primary school teachers based on various variables. The participants of the study were 703 students attending the Faculty of Education at Adnan Menderes University. Erciyes University. Muğla Sıtkı Koçman University and Gaziosmanpaşa University. The data of the study were collected through the use of the scale of self-regulation learning skills, the scale of locus of the academic control, the scale of self-efficacy believes and demographic form. The findings of the study reveal that the focus of the academic control scores of the participants do not statistically vary based on the variables of university, gender and grade level and there is a significant different in the focus of the academic control scores according to the reason for choosing a teaching profession. The motivation and action to learning, planning and determining aims, strategy using and assessment and dependence on learning scores of the participants do not statistically vary based on the variables of gender and grade level. There is a significant different in strategy using and assessment according to university. There is a significant different in the planning and determining aims according to the reason for choosing a teaching profession. The self-efficacy believes of the participants do not statistically vary based on the variables of the reason for choosing a teaching profession. There is a significant different in the self-efficacy believes according to the university, gender and grade level. There is a statistically significant correlation between the academic achievement and the focus of the external academic control scores, the action to learning and motivation, making plan and determining aims scores and the total point of self-regulated learning skills. There is a statistically significant correlation between the focus of the internal academic control scores and the external academic control scores. There is a statistically significant correlation between the focus of the internal academic control scores and academic self-efficacy believes. There is a statistically significant correlation between the total point of self-regulated learning skills and academic self-efficacy believes, the focus of the internal and external academic control scores.