Study habit implies a sort of more or less permanent method of studying. The study habit of the individual cover mainly the reading habits, the motivation to learn, memory, time schedule, physical conditions, note taking skills, the style of preparation for the examination, examination writing skill, the use of examination results and the health of the students. (Palsane and Sharma,1989). Study habits play an important role in human performance in academic field (Verma, 1996; Verma & Kumar, 1999; Satapathy & Singhal, 2000; Vyas,2002). Ramamurti (1993) has rightly emphasized that despite possessing good intelligence and personality, the absence of good study habits hampers academic achievement. Studies have shown that training in study habits increases academic achievement. High achievers will have good study habits and consequently good academic achievement (Garrison,1980; Cuff, 1980; Mokinney,1980; Wagner,1987; Modougle,1999). The author feels that the B Ed students, the prospective teachers should be aware of good study habits and should internalize them as they are to guide the students to develop right study habits. Therefore, the study habit was studied as a correlate of academic achievement of B Ed students. The participants of the study were 1037 students were drawn proportionately from 14 B Ed colleges. The findings reveals that the academic Achievement of B Ed students is influenced by certain dimensions of their study habits such as test-taking skills, note taking skills, analytical thinking and problem solving, vocabulary skills. The results show the need to focus on developing proper study habits among all students in general and student-teachers in particular to enable them to excel academically. Keywords: Study Habit, Academic Achievement, student teachers