The purpose of this study was to examine sophomore university students' academic self–concept and their extent of use of learning strategies as moderating variables on their math achievement, specifically in problem solving. Additionally, it studied the relationship between the respondents' academic self–concept and problem–solving ability in mathematics. The study was conducted using a descriptive correlational methodology with 240 randomly selected students' respondents as representative samples. A partial correlation was employed to determine the effect of academic self-concept on students' achievement. The findings indicated that pupils' academic self–concept is moderate. This indicates that a strong academic self–concept and extensive use of learning strategies when solving mathematical problems would result in a high level of problem–solving achievement. Additionally, learning styles were found to be a partial moderator of problem solving achievement. The more frequently students employed the learning strategy, the more confident they were in dealing with word problems in mathematics. The greater the extent to which the tactics are used, the greater the pupils' achievement in problem solving. In conclusion, pupils did not reach a high degree of problem solving ability as a result of their lack of interest in reading and solving numeric and word problems in math. This development demonstrated that a high level of self-concept and regular usage of learning approaches are required for students to acquire high levels of problem solving achievement. The production of engaging, hard problems and exercises in mathematics courses (or disciplines) is advised, as is the enhancement of classroom–based problem solving activities that promote academic self–concept and learning strategies.