This study explored the predictors of classroom discipline as perceived by selected elementary teachers and their relationship to academic performance among elementary pupils in Zone IV, Division of Zambales during the school year 2014–2015. The main goal was to identify key factors that influence classroom discipline and examine how these relate to student academic outcomes. The researcher used a descriptive research design, utilizing questionnaires and documentary analysis to gather data from 125 teacher-respondents. Data were analyzed using weighted means, t-tests, and correlation analysis. Findings revealed that disciplinary problems were perceived as “moderately serious,” with environmental factors being the most influential. The average academic performance was 84.92, interpreted as “approaching proficient.” Significant differences were noted in strategies to improve discipline when grouped by age and grade level, with a low positive correlation (r = 0.359**) between discipline and academic performance. The study concluded that addressing discipline requires collaborative strategies involving teachers, parents, and schools, along with further in-depth research.