The present study aimed at designing a structural model for controlling the relationships between big five personality traits (neuroticism, extraversion, openness to experience, agreeableness and conscientiousness), self-regulated learning dimensions (motivation, cognitive strategies, metacognitive strategies, and resource management strategies) and achievement. The final sample consisted of 265male and female fourth-year students in the Faculty of Education, Benha University, during the university year 2010-2011, with average age 21.8 years. The study tools were: Big-five personality traits scale, developed by Costa and McCrae in 1992, translated into Arabic by Badr Al-Ansary in 1997, and self-regulated learning scale, developed by the present study author. The Path Analysis Technique included in Liseral software, version 8.8 was used. The study concluded with a causal structural model for interpreting the relationship between big five personality traits, self-regulated learning dimensions and achievement.