The aim of the research is to identify the differences in the five major factors of personality of students of the Faculty of Education - Zagazig University - between both (male and female), and the academic level (first - fourth), through the Costa and Mac Cray model (1992), which identified five Major factors of personality are: neuroticism, extroversion, acceptance, vigilance of conscience, and openness to experiences. It also aims to examine the differences in self-organized learning strategies between (male and female), and the academic level (first - fourth), and determine the possibility of predicting each of the five major factors of personality from self-organized learning strategies. The sample consisted of (978) male and female students in the first and fourth classes at the Faculty of Education - Zagazig University. 214 students, (764) students, including (352) in the first group and (626) in the fourth group. A questionnaire was applied to the five major factors of personality, and the scale of "self-organizing learning strategies", which were prepared by researchers, and using the "T" test for two independent samples, and regression analysis, the most important results were the following: There are no statistically significant differences between males and females or scientific and literary specializations in the degrees of the five major factors of personality. There are statistically significant differences between males and females in the scores of self-organizing learning strategies in record-keeping and monitoring strategies (at 0.05) and the self-reward strategy (at 0.01) in favor of girls. As for the rest of the strategies there were no significant differences. The results also showed that there were no statistically significant differences between male and female students of the first and fourth groups in the degrees of self-organized learning strategies. And that the degrees of extroversion factor can be predicted as one of the five major factors of personality through the degrees of strategies for setting goals and planning, organizing and transforming, seeking information and assistance, and rewarding oneself. There are no statistically significant differences between males and females or scientific and literary specializations in the degrees of the five major factors of personality. There are statistically significant differences between males and females in the scores of self-organizing learning strategies in record-keeping and monitoring strategies (at 0.05) and the self-reward strategy (at 0.01) in favor of girls. As for the rest of the strategies there were no significant differences. Also, degrees of conscience factor can be predicted as one of the five major factors of personality through degrees of strategies for setting goals and planning, organizing and transforming, environmental control, record keeping and monitoring, review and self-evaluation. Finally, degrees of openness to experiences can be predicted as one of the five major factors of a personality through the degrees of strategies for setting goals and planning, organizing and transferring, keeping records and monitoring, seeking information and assistance, and rewarding oneself.