The purpose of the present study was to investigate the relationship between intelligence beliefs and Academic achievement whilst considering the mediating role of achievement goals and different dimensions of Academic Engagement through the path analysis method. For this purpose, 500 third year (junior year) high school students (250 male and 250 female) studying in themathematics discipline, were chosen by multistage cluster sampling from Shiraz city high schools. They filled out a questionnaire consisting of the following 5 subscales: intelligence beliefs, achievement goals, effort, task value, and cognitiveand metacognitive strategies. Their Academic performance was also assessed through the average of the total scores they had achieved throughout the school year. Results showed that on the whole, the relationship between intelligence beliefs and Academic achievement is influenced by achievement goals and different dimensions of Academic Engagement. Entity intelligence beliefs had negative and indirect effect on Academic Engagement through performance-approach goals, performance-avoidance goals, cognitive strategies, and task value. Incremental intelligence beliefs had positive and indirect effect on Academic Engagement through mastery goals, effort, metacognitive strategies, and task value.