The main concern of this study was the relation between language learning strategies, motivation, and language achievement. When learning a foreign language, students use a number of different strategies serving as a tool that helps them to independently master it. Students also have their own motivational orientation in learning English. This study aimed at discovering (1) relationship between language learning strategies, motivation and English achievement, (2) the strategies employed by high achievers and low achievers, (3) the motivational orientation employed by high achievers and low achievers. The research design is in quantitative approach. The respondent of this study was tenth grade students of SMKN 2 Penajam Paser Utara (n: 310). An adapted version of the Strategies Inventory for Language Learning questionnaire (Oxford, 1990) and Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990; Pintrich et al., 1991) were used for data collection. The results showed that (1) the relationship between language learning strategy and language achievement was significant. From the result of the calculation, significant value was 0.036 (< significance value of 0.05). It also showed that there was relationship between motivation and language achievement with significance value was 0.010. (2) The finding showed that metacognitive strategies primarily influenced foreign language achievement in low achievers (sig. = 0,363), while the least strategy used was Cognitive strategy (sig. = 0.818). It also showed that high achievers mostly used Compensation strategies (sig. = 0.038), and the least strategy used was Affective strategy with sig. value was 0.848. (3) The finding revealed that low achievers mostly employed anxiety test (sig. = 0.040), while the least motivational orientation employed was Extrinsic goal orientation with sig. value was 0.935. High achievers reported employed the most Self-Efficacy as their motivational orientation with significance value was 0.413, while Intrinsic Goal orientation employed the least (sig. = 0.817). Based on the findings, it can also be concluded that learners must have their own strategies in learning a foreign language and have found their motivational orientation to achieve high language achievement.