The increasing integration of Computer-Aided Design (CAD) in technical and vocational education has intensified the need to understand the determinants of effective learning outcomes. Among these determinants, learner motivation and routine-based study behaviors emerge as critical yet often competing influences. This study proposes an empirical framework to assess the differential and combined effects of motivation-driven learning and routine-based learning on CAD academic performance. Drawing upon established theories of motivation, self-regulated learning, and behavioral routines, the research synthesizes insights from contemporary educational and psychological literature to construct a multi-dimensional evaluation model. The framework incorporates variables such as intrinsic desire, self-efficacy, structured learning habits, and environmental factors, enabling a comprehensive analysis of learning performance. Using a mixed analytical approach grounded in empirical constructs, the study identifies key interaction patterns between motivation and routine, revealing that while intrinsic motivation significantly enhances conceptual understanding, routine-based learning contributes to consistency and skill reinforcement. The findings suggest that optimal CAD learning performance is achieved through a balanced integration of both constructs rather than reliance on a single approach. The study contributes to educational research by offering a structured model that can be adapted for curriculum design, instructional strategies, and performance optimization in CAD education. Limitations and future research directions are also discussed to support further empirical validation.