Studies have thus far established that learners with visual and auditory learning styles can create a strong vision of their ideal and ought to L2 selves, which positively affect their motivated L2 behavior and achievement. This study also investigated the interactions between perceptual learning styles, future self-guides, vision, L2 motivation, and achievement. Unlike the previous studies, the current one aimed to analyze the unidirectional linkages and the multifaceted linkages among the variables via path analysis. To do so, a quantitative research design was pursued using a composite instrument. The study was conducted with tertiary-level EFL learners in Turkey. Findings showed that visual, auditory and kinesthetic learning styles exerted significant influences on L2 motivation and achievement mediated by vision and future self-guides. Future self-guides had positive impacts upon L2 motivation, and both direct and indirect effects on L2 achievement. L2 achievement was strongly dependent on L2 motivation and actual L2 self. In proportion to these findings, addressing various learning style preferences in language education, providing vision training to the learners via external interventions, and creating a positive academic self-concept were proposed. Revisions can also be made in the L2 curriculum in line with these purposes.