Introduction: Web-based teaching and cognitive and metacognitive learning strategies are active teaching methods to enhance the academic achievement and self-efficacy. This study aimed to compare the effect of web-based teaching and cognitive and metacognitive learning strategies on academic achievement and self-efficacy.Materials and Methods: This study was a quasi-experimental with a pre-test, post-test and follow-up design. The statistical population included nursing students of Islamic Azad University, Pishva Branch in the academic year, 2013-14. Totally 60 students were selected through available sampling method and randomly assigned to three groups (each group 20 students). All groups completed a teacher-made test of academic achievement and a self-efficacy questionnaire of Sherer, et al. (1982) as the pre-test, post-test and follow-up. The experimental groups were educated the course, “Children Nursing” in 10 sessions (each session 80 minutes). One group was taught through web-based and the other through cognitive and metacognitive learning strategies method. The data were analyzed by SPSS-19 software, using multivariate analysis of covariance.Results: The findings showed the mean grades of the experimental groups were significantly different (higher than) from those of the control group in both academic achievement and self-efficacy in both the post-test and the follow-up stages. However, there was not any significant difference between the mean grades of those who underwent the web-based instruction and those who were taught through cognitive and metacognitive strategies method in the post-test and follow-up stages (p < 0/05).Conclusion: The results of this research showed that both instruction methods could foster the academic achievement and self-efficacy of the students. Therefore, teachers can use any of these methods to improve the academic achievement and self-efficacy of nursing students.