The study explored differences in variables related to academic achievement by profiles of learning strategies. The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), the Test of Beliefs on Intelligence (Cho et al., 2004), the School Satisfaction Scale (Son, 1993; Taft, 1979) and Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli et al., 2002) were administrated to 221 subjects in grade 6 (107 girls, 114 boys). Data were analyzed by cluster analysis and ANOVA. Results identified six different clusters; significant differences of variables related to academic achievement were found among the six clusters. Frequent use of various cognitive strategies plays an important role in higher academic achievement.