This paper investigated the extent to which attention control and self-monitoring strategies enhance the academic achievement of accounting students in colleges of education in Anambra State, Nigeria. The study focused on a population of 400 second-year and third-year accounting students (121 males, 279 females) from two public colleges of education in Anambra State, with the entire population included in the study. Data were collected using a 23-item validated questionnaire, with an internal consistency of 0.75 confirmed by Cronbach alpha. The data were analyzed using SPSS version 26.0, employing mean and standard deviation to analyze research questions, and a t-test to test the hypotheses at a significance level of 0.05. The findings revealed that attention control and self-monitoring strategies significantly enhance the academic achievement of accounting students. Additionally, the study found that gender significantly influence the utilization of these strategies by students. The study recommends that fostering attention control and self-monitoring skills, along with targeted support based on gender, is essential for improving students' academic performance.