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The purpose of this study is to identify how well high school students' conceptions of learning physics explain their approaches to learning physics, interests in physics and self-efficacy of learning physics. 307 (male=128, female=179) students in 9th and 10th grade students participated in the study. Considering the correlational research, questionnaires were administered to students while collecting the data. According to results of regression analyses, students' conceptions of learning physics significantly explained their self-efficacy of learning physic, interests in physics, deep approaches to learning physics and surface approaches to learning physics. Students' high-level conception of learning physics 'understanding and seeing in a new way' positively and significantly explained their interests in physics, high-level conceptions of learning physics 'increase of knowledge', 'applying' and 'understanding and seeing in a new way' positively and significantly explained their deep approaches to learning physics, and low-level conceptions of learning physics 'memorizing' and 'testing' positively and significantly explained their surface approaches to learning physics. In addition, students' lowlevel conception of learning physics 'memorizing' negatively and significantly explained their deep approaches to learning physics, and their high-level conception of learning physics 'applying' negatively and significantly explained their surface approaches to learning physics. [ABSTRACT FROM AUTHOR]