<p>This study examined the links between intrinsic and extrinsic academic motivation and academic achievement, as well as the mediating effects of learning strategies and academic burnout in these links. A sample of 700 undergraduate students participated in this study (<i>M</i> = 20.15, <i>SD</i> = 1.71), including 679 female participants. The results showed that intrinsic and extrinsic motivation were related to higher academic achievement. Serial mediation analyses results showed that intrinsic and extrinsic motivation were related to higher academic achievement through deep and surface learning strategies as first level mediators, and the constructs of academic burnout, that is exhaustion, cynicism, and professional efficacy, as second level mediators. Specifically, intrinsic and extrinsic motivation were related to academic achievement through deep learning strategy, and in turn with all three academic burnout constructs. Furthermore, intrinsic and extrinsic motivation were related to academic achievement through surface learning strategy, and in turn with exhaustion but not professional efficacy. Gaining insights into how various types of academic motivation interact with learning strategies and academic burnout provides a more thorough understanding of the motivational processes underlying academic achievement. The implications of this study for the students of education are also discussed.</p>