In education, a virtual learning environment (VLE) is a platform used in teaching and learning to give access to educational online content. This can be via computers or mobile technology. This study aims to identify the relationship between VLE and Iraqi EFL Academic Students` Achievement. The study design is a descriptive correlational one, the instruments are used as an achievement test, and the Distance Education Learning Environments Survey (DELES) was distributed by email addresses to develop settings for investigating how virtual environments affect students' achievement in online courses. The sample of the study was selected in a randomized method in this study to examine the relationship between the (100) students enrolled in the virtual second course and their achievement, during the academic year 2021/2022 in English Department. The student's achievement was the (dependent variable). The results indicate that there is positive links between these VLE and students` achievement. As shown to be significantly correlated with the study independent variables (instructional to an introductory methodology, student autonomy, and virtual course format). Students who had received a thorough introduction to technique, structure, and autonomy tended to perform much better than those who had had a less thorough an introductory to methodology, structure in the course, and levels of autonomy. In the light of the obtained results conclusion, recommendations, and suggestions have been put forward.