This diploma thesis examines the relationship of students in grammar school, four-year vocational and three-year vocational school towards school achievement. Research assignments are establishing the designation and significance of school achievement among students who come from different types of high schools, describing presence of goal oriented motivation in school achievement among students from different types of high schools, defining differences in the ranking factors that promote or reduce school achievement among students from different types of high schools, and encouragement and way of achieving school success among high school students. The study included 186 examinees who are students of nine different high schools in Rijeka. The research results show that all students, regardless of the type of school, perceived school achievement as very important. Students from grammar school in defining school achievement give priority to the enrollment at certain university, while the perception of the satisfaction with school achievement in four-year vocational school shows their great dissatisfaction, and three-year vocational students expressed great satisfaction with their school achievement. Regarding to goal oriented motivation, the results showed that there is a connection between students who have better GPA in grammar school with the master motivation. Students of three-year vocational school ranked as important factors parent education, the wishes of parents and the role of teachers for improving their school achievement, while self-motivation factor is considered less important for achieving better school achievement. On the other hand, students of three-year vocational school consider factors parental education, the wishes of parents and peers more important for the decrease of school achievement. At the same time, they are considering teaching less important for the decrease of their school achievement. Furthermore, encouragement of academic achievement at the grammar school are less considered by teachers and parent, while in three-year vocational school students teachers and parents are considered highly encouraging. Finally, relationship of high school students toward school achievement varies according to the type of school. From this research its possible to carry out a number of recommendations and findings imply a valuable pedagogical issues related to educational theory and practice.