This study investigated relationship of achievement motivation, self-efficacy and academic achievement among NCE students of colleges of education in Kaduna State. Survey design was adopted in the study. The study was guided by seven objectives, seven research questions and seven hypotheses. The population of the study was made up of 5,707 NCE II students and the sample of the study was 361 students randomly selected. Achievement Motivation, Self-efficacy Scales and students CGPA were used as instruments for data collection. Mean, Standard Deviation, Pearson Product Moment Correlation was used to test the null hypotheses that guided the study. Result findings of the study revealed that significant relationship between achievement motivation and academic achievement among NCE students (r=.432, p=.002). Self-efficacy was found to have significant relationship with academic achievement (r=.230, p.014). Significant relation exist between achievement motivation and self-efficacy with (r=.363, p=.000). Significant relationship was found between achievement motivation and self efficacy among art students (r=.683, p=.000). Significant relationship exists between achievement motivation and self efficacy among science students (r=.477, p=.000). Significant relationship exists between achievement motivation and self efficacy among male students (r=.588, p.000). Finally significant relationship was also found between achievement motivation and self efficacy among female students (r=.792, p= .001). The study recommended among others that educational psychologies should orient student of colleges of education on the need to enhance their achievement motivation so as to improve their academic achievement. Male and female students should be trained to have high achievement motivation because the research found positive impact of achievement motivation on self efficacy. Self-efficacious belief should equally be imparted and habituated to students through employing variety of teaching techniques and right type of approach to learning.