The purpose of the present study was to explore the relations of college students values to their academic attitudes and achievement. To do this, a self-reporting survey was administered to 370 college students. Data from the survey were analyzed using the descriptive and correlational analyses for primary variables, and the rank analysis was conducted for male and female students’ value preference. In addition, the multiple regression analysis was used to explore how values would predict academic variables. The main results are as follows. First, college students put more importance on the values such as hedonism, self-direction(action), and universalism, while they put less importance on the values such as tradition, conformity(interpersonal), and power. Male and female students showed a similar pattern in their value preferences. Second, among the four higher-order values, openness and self-transcendence positively predicted students’ self-determination, growth mindset, grit, and collaboration, but self-enhancement negatively predicted self-determination, mastery goal orientation, and growth mindset. Third, among the specific 19 values, self-direction and benevolence(tolerance) positively predicted self-determination, mastery goal orientation, self-efficacy, growth mindset, grit, and collaboration, while power(resources) and face predicted self-determination, self-efficacy, and grit negatively but test anxiety positively. However, there was no significant relations between values and academic achievement. In sum, the present study demonstrated that college students’ values closely related to their positive academic attitudes. Especially, educational implications were discussed regarding the relations of the altruistic and self-transcending values such as universalism and benevolence to positive academic attitudes.