This study aims for know influence of problem-based learning strategies and achievement motivation on learning achievement. The method used in this research is quantitative method. The instrument used in this study is two fold instruments to measure moderator variable (achievement motivation) and instruments to measure the dependent variable (the learning achievement). Technical analysis of the data to be used in this research is descriptive and inferential statistics, while the research data collected and processed by ANCOVA techniques. The research proposed by researchers before used analysis of variance of two paths first tested the parametric test assumptions.These results indicate that. Of the 59 samples in the experimental group were included in the category of learners motivated high achievers was 37 (62.71%) and are included in the category of low achievement motivation was 22 (37.29%), the sample control group applying of discussion teaching amounts to 54. Of the 54 samples that are categories of learners who have high achievement motivation numbered 20 (37.04%), and that included motivated underachievers 34 (62.94%).The hypothesis of this study is There is a difference of learning achievement between groups of learners that learned with problem-based learning strategy with a group of learners that learned with the learning strategy discussions. There is a difference of learning achievement between groups of learners who have high achievement motivation with a group of learners who have low achievement motivation. There is an interaction between the two strategies using problem-based learning and discussion, as well as achievement motivation on learning achievement.