Background: Recently research evidence emphasizes two main lines of inquiry, namely the relations between future time perspective (FTP), achievement goals (mastery, performance-approach, and performance-avoidance) and study processing strategies, and the relations between epistemological beliefs, achievement goals and study processing strategies. To date, however, there have been very few attempts made to amalgamate these two strands of inquiry within one study and how they in totality determine the success of academic learning. Aims: This study proposed and tested a conceptual model of relationships among FTP, epistemological beliefs, achievement goals (mastery, performance-approach, and performance-avoidance), study processing strategies and academic performance. Sample: Two hundred and seventy-five tertiary second-year students (167 females, 108 males) enrolled in a university in the Pacific participated in this study. Method: Likert-scale inventories were used to elicit relevant data from students; for example, the epistemological questionnaire (EQ; Schommer, 1990) and the Zimbardo time perspective inventory (Zimbardo & Boyd, 1999). Academic performance was collated from students’ course and final exam marks in the course educational psychology. LISREL 8.72 and SPSS 15 was used to test and evaluate the conceptual model proposed. Results: Latent variables procedures supported the conceptual model in general, although not all hypothesized paths were significant. MANOVA indicated no gender differences in the five theoretical frameworks or academic performance. Discussion: The determinants of academic performance from our findings are deep and surface processing strategies. Furthermore, the established supports the mediating roles of deep processing strategies, mastery goals, and performance-approach and performance-avoidance goals.