The research includes departments personal information, socio-economic status of students’ students’ parents, learning motivation, learning strategy, learning attitudes, the values of studying, math related learning quality, reading materials, comprehension of math concept, enthusiasm for math teaching for the students, communication between the teacher and students, the way to evaluate the score, the interactions in the group to understand the relationships with students’ academic achievement in repeated Calculus course. According to the literature review, I constructed the study framework and developed three questionnaires to collect data. Questionnaires were administered to a convenience sample of 98 students from the repeated Calculus course of the National Formosa University in the summer vacation. A statistical analysis was conducted by t-test, ANOVA, Pearson Product-Moment Correction and stepwise multiple regression. There were significant difference in father’s educational level, the learning motivation, the mathematics learning elated quality of life, the interaction of teacher and students among students via different ways to enter schools, Besides, this, the study demonstrated that three questionnaires explained 32.3% of variation of learning achievement in the repeated Calculus course. According to the above outcomes, the researcher has suggested some suggestions for further studies on the study.