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The purpose of this study is to investigate the usage of and correlation between learning motivation and learning strategies of university freshmen students by their majors and English skill. Noels's test (2000) for motivation and Oxford's test (1990) for strategies, and TOEIC scores for English skill were applied for analysis. Participants of this study consisted of 284 university freshmen students from six different majors. Of these students, 146 students submitted their TOEIC scores. High and low level groups consisted of 40 students each, excluding 70 students of medium level. The result of analysis is as followed. In terms of motivation, external and identified regulation of the four regulations were found to be utilized by the college students by every major, and both high and low English achievement levels. Out of the six strategies presented in the Oxford's test, compensation strategies and meta cognitive strategies were found to be utilized the most by students in every major and both high and low English achievement levels. The internal regulation were found to have the closest correlation with overall strategies by every major, and both high and low English achievement levels. High level group uses stronger strategies than the low level group does. These results indicate that teachers need to motivate students to learn other various learning strategies to help students learn English more effectively.