The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of Control Scale (Dag, 1991), the Determining Learning Strategies Scale (Güven 2008), and the Kolb Learning Style Inventory (Askar & Akkoyunlu 1993). The obtained data were tested with T-test, Pearson product-moment correlation, and multiple regression analysis in independent samples. According to the research results, it was found that the learning strategies usage rates of prospective teachers increased in direct proportion to their academic success, and there was a positive significant relation between the usage of rehearsal learning strategies and being externally controlled. Furthermore, it was determined that learning strategies have predictor effects on academic success in learning styles.