The purpose of this study is to determine if there is a relationship between self-directed learning and academic achievement among second year BEED students at UM Peñaplata College. This particular study has used the quantitative–descriptive correlational design to determine the level of self-directed learning in terms of learning motivation, planning and implementing, self-monitoring, and interpersonal communication to academic achievement. The researchersutilized an adapted questionnairefor the Self-Directed Learning and used a secondary data for the academic achievement of students. The statistical tools used in the study were the Meanand Pearson Product-Moment Correlation (Pearson r). The result shows that among the second year BEED students the levelof self-directed learning is at high level which means that self-directed learning is manifested most of the time. The students’ levelof academic achievement is B+ Distinction means that the students are performing well and able to understand the lesson well. Moreover, there was no significant relationship between students’ level of self-directed learning and level of academic achievement; it is understandable that the increase and decrease of level of self-directed learning doesn’t affect the level of academic achievement. The study confirmed that there is no significant relationship between self-directed learning and academic achievement. Therefore, further study is required to clearly understand the other mechanisms between these two variables.