The present research aims to examine the effect of teaching studying methods of reading and comprehension, note-taking and writing, and exam techniques and stress management with emphasis on cognitive and meta-cognitive strategies on academic achievement and motivation achievement among Iranian students with residency in Tajikistan. For this purpose, using empirical method and multi-group pre-test and post-test design, 80 students were considered in four groups(3 experimental groups and 1 control group). Response was given to Hermans achievement motivation questionnaire by the students at four groups and their Grade Point Average for previous year was registered, and the individuals in the experimental groups were trained during 10 sessions. After intervention, Hermans achievement motivation questionnaire was refilled by the students and their new Grade Point Average was registered. Ultimately, the research data were analyzed via Multivariate analysis of covariance (MANCOVA). Results of statistical analyses indicated that training studying techniques of reading and comprehension, note-taking and writing, and exam techniques and stress management affect achievement motivation and academic achievement.