The purpose of this study was to examine the role of learning strategies on the relationship between ADHD symptoms and academic achievement among university students. The questionnaires which assessed ADHD symptoms, GPA, & learning strategies collected from 236 university students. Results showed that ADHD symptoms negatively associated with GPA and learning strategies. The learning strategies most closely associated with ADHD symptoms are namely metacognitive self-regulation, time and study environment, & effort regulation. Only the attentional dimension of ADHD symptoms was significantly correlated with GPA. On the basis of these correlational results, mediational model of learning strategies between the relationship ADHD symptoms and GPA via structural equation model using bootstrapping method. Learning strategies completely mediated the relationship between ADHD symptoms and GPA. Mediation models by sub-factors of learning strategies were also tested to determine whether each sub-strategies mediated the relationship between symptoms of ADHD and GPA. Metacognitive Self-regulation, time and study environment, & effort regulation have greater mediational effects than other strategies. These results indicated that ADHD symptoms influence learning strategies, which impede academic achievement of college students and ADHD symptoms do not have direct effects on academic underachievement. Learning strategy training for university students with ADHD symptoms can be considered as meaningful way to maximize the student’s opportunity to learn in the university.