Research on student motivation and engagement self-regulation has not been explored much during the assessment as a learning evaluation. Evaluation is an important element in learning to determine the learning outcomes that students have followed. The learning process requires evaluation as a form of learning achievement so that it can show success. Previous research has not explored many variables of self-regulation of student attachment motivation on learning achievement. This study aims to examine the effect of self-regulation motivation and student engagement on learning achievement. The research was conducted using quantitative methods involving 157 students as respondents using Amos analysis. The results showed that self-regulation had no direct effect on learning achievement. Self-regulation affects learning achievement through student engagement. The involvement of students in mediation entirely influences self-regulation on learning achievement. This study shows that student engagement partially mediates the effect of student motivation on learning achievement. Teachers and principals can use this research in determining policies in the learning process.