Introduction: Learning strategies consist of a student__ampersandsignrsquo;s implicit and explicit actions, beliefs and habits that influence how they comprehend and learn. The current study intended to assess this parameter in physiotherapy students and to explore whether an association exists between learning strategies and academic performance. Materials and Methods: A descriptive, cross-sectional survey was carried out over a period of 6 months in five Physiotherapy colleges. 343 students participated after giving informed consent. The learning strategies section of the Motivational Strategies of Learning Questionnaire (MSLQ) was used to assess learning strategies. Overall percentage score in the previous year__ampersandsignrsquo;s final University exam was considered as a measure of academic performance. A correlation matrix was used to investigate the relationship between the two parameters, and a multivariate regression analysis was carried out to create a model to predict academic performance based on their learning strategies. Data were entered in MsExcel (__ampersandsigncopy; Microsoft, USA) and converted to Stata Version 15.1 __ampersandsigncopy; StataCorp, College Station for analysis. Results: Physiotherapy students reported lowest mean scores on critical thinking (mean=3.78+1.13), metacognitive self-regulation (mean=3.76+1.01) and effort regulation (mean=3.76+ 0.99) and moderate scores on time/study environmental management (mean=4.10+ 0.80). Conclusion: Essential learning strategies such as critical thinking and metacognitive self-regulation, as well as resource management strategies such as effort regulation and time management, were deficient in physiotherapy students. A curriculum that emphasizes and teaches learning strategies along with professional skills seems to be the need of the hour of physiotherapy students.