The present research is aimed at examining the relationship between Foreign Language achievement, attitudes towards foreign languages and academic self-concept in the Prep Class of prospective Physical Education teachers. The sample consisted of 32.9% females and 67.1% males, totaling 73 students, in the School of Physical Education and Sports at Ege University. In the study, “The Attitude Scale towards Foreign Languages” developed by Saracaloğlu (1992) and “Academic Self-Concept Scale” adapted by Gürel (1986) were administered to the sample. In the research, the data were analyzed by ANOVA, Scheffe and LSD tests, correlation and multiple regression analysis. There was a positive relationship between/among foreign language achievement, academic self-concept (r=.90) and foreign language attitudes (r=.79). There was also a significant relationship between academic self-concept and foreign language attitudes (r=.90). Attitudes towards foreign languages and academic self-concept account for 82% of the variance in foreign language achievement. On the other hand, when foreign language attitudes are statistically fixed, academic self-concept accounts only for 44% of the variance in achievement. In this respect, academic self-concept is the most important factor that accounts for the variance in Prep Class achievement.