The purpose of this study is to investigate whether there are any differences in English Achievement according to college learners' Self-Determination and Academic Failure Tolerance levels. The subjects are 160 college students, of which 86 are male and 74 are female. Two Questionnaires were administered to measure the learners' Self-Determination and Academic Failure Tolerance levels. The learners' English proficiency was measured by the scores from TOEIC actual test. And to examine the study questions, the collected data was analyzed by two-way ANOVA and regression analysis. The results of this study showed that the Self-Determination(F=7.201, p<.01) is statistically significant and the Academic Failure Tolerance has no significant differences among three groups. However, the intrinsic regulation factor(F=4.870, p<.01) of four Self-Determination factors is statistically significant among three groups. And the Self-Determination of college learners has an effect on the Academic Failure Tolerance. Based on these results, learning supporting, counseling and educational programs depending on the levels of the Self-Determination and Academic Failure Tolerance will be properly provided in order to perform and maintain learners' successful English learning in EFL classrooms.