Beliefs are basic factors that determine what to do and how to do things in day-to-day activities. Thus, the current study aimed to examine the relations between English learning beliefs and academic achievements as mediated by metacognitive strategy use and academic emotion. Further, the study investigated gender and domain differences in English learning belief, metacognitive strategy use, academic emotion, English achievement and SGPA as well as their effects on academic achievements. The study used multistage sampling technique to draw participants among Debre Markos University regular undergraduate students. Four hundred seventy-three respondents gave complete responses to closed-ended questionnaires and English achievement test. The study used different data analysis techniques: percentile ranking, independent samples t-test, multiple regression, MANOVA and structural equation modeling (SEM). The findings revealed that the status of respondents in English learning belief was low, but had meaning effects on academic achievements. English learning belief had significant direct and indirect effects on English achievement and SGPA. Furthermore, the results showed significant gender and domain differences in the observed independent variables of the study (English learning belief, metacognitive strategy use, academic emotion English achievement, and SGPA) where males and technology group were advantageous. Finally, the discussions, and limitations and future research directions are forwarded.