The research aimed at finding out the self- concept and learning style tendencies and at discovering the learning achievement of SMP Muhammadiyah Pleret students. Besides, this research also aimed at proving whether or not there were influence between self- concept and student learning achievement, influence between learning style and student learning achievement, and influence between self- concept and learning style and learning achievement of SMP Muhammadiyah Pleret students. The research used quantitative method with descriptive quantitative approach. The sampling technique used was simple random sampling. The data collecting techniques used were questionnaire and documentation. The data were then analyzed by using descriptive analysis and the hypothesis test used double regression (t-test and F-test). The result of the research was as follows: (1) The self- concept of SMP Muhammadiyah Pleret students tended to be positive, i.e. 58% of the respondent number or 44 students had positive self- concept. (2) SMP Muhammadiyah Pleret students tended to have auditory learning style i.e. 40% of the respondent number or 30 students had auditory learning style. (3) The learning achievement of SMP Muhammadiyah Pleret students tended to be average, i.e. 55% of the respondent number or 42 students average learning achievement. (4) The sig value of self- concept variable was 0.000 and tcount of self- concept variable was 7.679. So, it could be seen that sig < 0.05 and tcount > ttable. Thus, it could be concluded that there was a significant influence between the self- concept and the learning achievement of SMP Muhammadiyah Pleret students. (5) The sig value of learning style variable was 0.000 and tcount of learning style variable was 4.416. So, it could be seen that sig < 0.05 and tcount > ttable. Thus, it could be concluded that there was a significant value between the learning style and the learning achievement of SMP Muhammadiyah Pleret students. (6) The sig value was 0.000 and Fcount was 43.895. So, it could be seen that sig < 0.05 and Fcount > Ftable. Thus, it could be concluded that there was a significant value between self- concept and learning style towards learning achievement with the contribution of determination coefficient of 47.5%. It meant that there was 52.5% of other factors that influenced the learning achievement.