In this research, it is aimed to determine whether there is a relationship between the students' physics learning approaches and the problem solving strategies and the differentiation status of these concepts according to some variables. The research was conducted with 325 students who were receiving education at 9th, 10th, 11th and 12th grade. The data were collected by using the scale of problem solving strategies used in physics adapted by Eryilmaz and Caliskan (2015) and the scale of physics learning approaches adapted by Ozkan and Sezgin Selcuk (2014).. It was determined that physics learning approaches and physics problem solving strategies did differ according to perceived physics achievement and did not differ according to gender, type of school and perceived physics achievement. Findings were reached like as that there was no relationship physics problem solving strategies and learning approaches; the relationships between the sub-dimensions of the scales were high but the relationships between the sub-dimensions of the two scales were meaningless or low for some of them. According to these findings, it can be said that the perceived physics achievement affects students' physics learning approaches and problem solving strategies; the school types are effective in the formation of students' physics learning approaches; there is no significant relationship between the physics learning approach and the physics problem solving strategies that students use. Developing measurement tools that can identify problem solving and learning approaches together may be suggested for next researches.