Low academic performance is a critical concern in education. This study examined the contribution of Cognitive, Environmental and Behavioral Factors as determinants of Academic Performance among 223 evening Senior High School learners. Diagnostic research design, total enumeration sampling, survey technique, and multiple regression analysis were applied. The finding showed that only cognitive and behavioral factors significantly contribute on the criterion, partially supporting Social Cognitive Theory. Future research may explore additional variables to account for the unexplained 38.4% variance, while educational leaders may implement teacher training programs that promote self-regulated learning, cognitive skills, metacognitive awareness, and positive behavioral engagement to enhance the academic performance of students in evening classes.