The study aimed to determine the study habits and academic performance in mathematics of freshmen teacher education students at Eastern Samar State University, Salcedo Campus, during the School Year 2024–2025. Using descriptive-comparative and correlational research design, data was gathered using a standardized survey questionnaire from 88 respondents selected through complete enumeration. Mann-Whitney U test and Kruskal-Wallis H test were used for comparisons, while Spearman’s rank correlation coefficient tested relationships between variables at 0.05 level of significance. The study revealed that most respondents were 18 years old or younger, predominantly female, single, and enrolled in the BEED program. Respondents exhibited an average level of study habits across domains including time management, physical status, note-taking, motivation, testing strategies, reading ability, memory, and health. Likewise, the respondents demonstrated a fair level of academic performance in mathematics, with no students achieving outstanding or excellent grades. Results showed no significant differences in study habits when grouped by age, sex, civil status, or course and specialization. Similarly, academic performance did not differ significantly by age or civil status; however, significant differences emerged according to sex and course and specialization. Lastly, study habits were found to positively influence academic performance in mathematics, explaining variation in achievement levels. The study recommends targeted workshops and programs to enhance freshmen students’ study habits, equipping them with effective strategies to improve mathematics performance.