This paper aims at analyzing the correlation among English learners’ interest in English, learning strategies, and academic achievement, with a group of the 93 Korean four-year college students specializing in aviation-related majors. They took a mock or official TOEIC, and were asked to complete a questionnaire on learning strategies and interest in English. ANOVA and multiple regression analysis resulted in determining the relationships among all variables. The findings were as follows: First, interest in English and variables in learning strategies were found to be statistically significant predictors of academic achievement. Second, compensation strategies showed the highest mean in the upper group, cognitive strategies in the intermediate group, and social strategies in the lowest group. Third, affective strategies, social strategies, and compensation strategies had statistically significant impacts on the students’ academic achievement. In conclusion, the correlation among interest in English, learning strategies and achievement was found to be definite. Implications for the practical class and further effective studies are suggested.