The aim of the present study was investigating the mediatory role of learning styles in the relationships between personality factors and academic achievement. A sample of 403 high school students (204 boys and 199 girls) was selected through multi-stage cluster sampling in Jiroft. Participants completed NEO-PI-R and Learning Styles Inventory. Data were analyzed using path analysis. The results showed that “openness” can predict academic achievement both the participants directly and indirectly (with mediation of abstract conceptualization learning style). “Conscientiousness” can predict this through abstract conceptualization. More over, “Extroversion” can also be a predictor of academic achievement through active experimentation. The present study had following applications and pedagogical implications: (a) Considering moderator variables is necessary. (b) The relationships of these variables with regard to sex, age, and field of study should be examined. (c) The teaching methods should conform to the students’ learning styles. (d) The students should be informed of their learning styles to handle their own learning better than before.