In this modern age achievement is considered to be a key factor for personal and social progress. The whole system of education revolves round academic achievements of students in the school. Academic Achievement of a child is affected by various factors such as instructional strategy, cognitive styles and achievement motivation. The present study was planned to study the effect of multimedia instruction on academic achievement in relation to cognitive styles & achievement motivation of 9th grade students in English. A sample of 64 students was selected by using multi-stage sampling for the present study. The investigators used Group Embedded Figure Test by Witkin et al. (1971) to identify the cognitive styles; Achievement Motivation Scale by Deo and Mohan (2011) to test Achievement Motivation; Multimedia Instructional Package developed by investigators; and an Achievement test in English developed by investigators. Levene’s Test for Homogeneity of variance was implemented to test the homogeneity of the data obtained and was further analyzed by using ANOVA with 2×2×2 factorial design. Findings of the study revealed that the main effects of cognitive styles, achievement motivation and instructional strategy on academic achievement were to be found significant. A significant interaction effects of cognitive styles and achievement motivation; cognitive styles and instructional strategy & achievement motivation and instructional strategy on academic achievement of students were found. The triple interaction effect of cognitive styles, achievement motivation and instructional strategy on academic achievement was also found to be significant.