This study examined the influence of marital status on approaches to learning and academic achievement of tertiary institutions students in Zamfara state, Nigeria. Five research objectives were postulated and five null research hypotheses in line with research questions were posed and tested. A sample of 379 students from three (3) institutions drawn from a population of 34,909 tertiary institutions students of the state. The expost facto design was adopted in carrying out the study. The revised two facto study process questionnaire and CGPA were used to collect data from students. The test-re-test and cronbach alpha method were used to estimate reliability of the research instruments. A coefficient of 0.73 and alpha value of 0.64 were obtained as reliability estimate for the instruments t - test and chi square was used to test null hypothesis at 0.05 level of significance. Findings revealed no significant between married and unmarried in their academic achievement. (t = 0.279, p - 0.781). Significance difference does not exist between married and unmarried student in their approaches. (X2 = 3.841, p = 0.551). Significant difference exist between surface learners and deep learners in their academic achievement, (t = 1.96, p = 0.000). Significance difference exist between male and female students in the approaches to learning, (X2 = 3.841, p = 0.000). Significance difference does not exists between male and female students in their academic achievement, (t = 0.437, p = 0.662). It was recommended that school psychologist, teachers and counselors should be sensitized on the influence of marital status on approaches to learning in order to improve academic achievement in schools.