To explore the mediating effects of academic achievement goal and social achievement goal between both enneagram and parenting style with learning strategies, an empirical study was conducted using cross-sectional self-constructed survey. 214 Hong Kong college students were employed in convenient sampling. Path analyses and structural equation modeling were used. Results showed that both enneagram types (thinking, feeling and doing) and parenting style (permissive, authoritarian, authoritative) significantly predicted academic goal and social achievement goal while both goals subsequently predicted the use of self-regulated learning strategies. Four structural equation modelling were correspondingly established. The results showed that parenting style positively predicted academic goal (mastery, performance approach, performance avoidant) and social achievement goals (development, demonstration approach, demonstration avoidant) that positively predicted SRL. While enneagram as the antecedents to predict SRL, feeling triad together with thinking triad positively predicted the social achievement goals, and hence subsequently positively predicted SRL. Alternatively, feeling triad can only predict SRL with academic achievement as the only mediator. Positive parenting style (permissive and authoritative) are beneficial in both academic and social achievement goal which influence learning strategies (memory, self-appraisals, responsibility and organization), while academic achievement goal is a stronger effective predictor than social achievement goal in affecting SRL. On the other hand, for enneagram triads are highly correlated with social achievement goals than academic goals.