This study determined the relationship between adolescents’ self-structures (self-complexity, self-construal and adolescent emotion), math achievement goal approaches (mastery, performance, and work avoidance) and learning strategies (critical thinking and metacognition). A total of 190 third and fourth-year high school students participated in the study which employed universal sampling. The descriptive correlation approach was employed to determine relationship of the variables. Results showed no significant relationship between the students’ self-structures and math achievement goals as well as self- structures and learning strategies. No significant relationship existed between math achievement goal approaches and learning strategies. However, it was interesting to note that a particular component of the two variables, self-identity (adolescent emotion) was positively correlated with mastery approach (math achievement goal) with a Pearson correlation coefficient of r = 0.155. Furthermore, self-devaluation (adolescent emotion) was negatively correlated with critical thinking (learning strategies) with an r = -0.166. It could be inferred that self structures of an adolescent did not correlate with cultivating math achievement goals to perform an academic task as well as in the application of learning strategies to attain such goals.