Students learn differently and each student has a certain learning approach that suits him best for certain subjects. Yet, it sometimes happens that despite the effort, the student still performs worse than expected. Is the problem in the student or teacher? Does the student use an appropriate learning approach to learn new teaching content? Are the poorer results maybe somehow connected with the personality traits of the students? The aim of this study was to examine the possibility of predicting the academic success of future teachers based on their personality traits and learning approach. A sample of 255 college students from the fourth and fifth year of the Faculty of Teacher Education, University of Zagreb, participated in the study. The following instruments were used: The International Personality Item Pool (IPIP) scale, the Approaches and Study Skills Inventory for Students (ASSIST) scale and average grade point as a measure of academic achievement. The results showed that personality traits were significantly associated with learning approaches. The results of regression analysis show that from 17 to 21% of the variance of the approaches to learning can be explained by personality traits. Intellect is a significant predictor of deep learning approach. Extraversion and conscientiousness are significant predictors of a strategic learning approach, and neuroticism of a superficial learning approach. The strategic and superficial approach significantly predict academic success. In the final model, personality traits and approaches to learning together predict 21% of academic success with conscientiousness, strategic approach and superficial approach being significant predictors on academic success Conscientiousness, strategic and superficial learning approach significantly predict academic success. More conscientious students, those who approach learning more strategically and less superficially, achieve better academic results.