Only when the variables that create academic achievement align properly can students succeed. Given this, this study aims to reveal the effect of multiple intelligences, academic motivation and attitude towards the profession of undergraduate gastronomy and culinary arts students on their academic achievement. Through a quota sampling method, research data was collected online from undergraduate students of gastronomy and culinary arts. By performing a missing value analysis, a multivariate sling analysis, and a multivariate normal distribution analysis, this study analyzed a total of 384 valid questionnaires. This study also employed descriptive statistics, explanatory and confirmatory factor analyses, and structural equation modeling (CB-SEM). Multiple intelligences of students affected both their attitudes towards the profession and their academic motivation; similarly, their attitudes towards the profession significantly enhanced their academic motivation. Academic motivation of students also had a positive and significant effect on their academic achievement; however, this effect seemed to be very low. This study found that there is an interaction between academic motivation, multiple intelligences, and attitude towards the profession. Yet, academic motivation poorly explained academic achievement. This finding is significantly congruent with the relevant theoretical background, but it ascertains that academic motivation is not a particularly strong factor in influencing academic achievement.