The purpose of the present study was to examine the relationship among identity status, psychological wellbeing and academic achievement of Micro-link Technology College students. Quantitative approach particularly correlational research design was employed to achieve the objectives of this study. Three hundred twenty six (males= 175, 53.7% and females=151, 46.3%) students age ranged from 18-26(M= 20.69, SD= 1.84) participated in the study. Students were selected using stratified and simple random sampling methods. Two self-report measures have been utilized in the present study namely; Psychological Wellbeing Scale and Extended Objective Measure of Ego Identity Status- Revised Version. Students’ cumulative grade point average scores were gathered from the College registrar office. The collected data were analyzed using descriptive including frequency, percentage, mean and standard deviation and inferential statistics such as Independent sample t-test, one-way analysis of variance and Pearson product moment correlation. The result showed that 55.2% of Micro-link Technology College students have achieved their identity. The study also revealed that 85% and 57.5% of the respondents have scored above the mean on psychological wellbeing and academic achievement respectively. The finding of Pearson product moment correlation analysis showed that there was a statistically weak negative correlation between psychological wellbeing and identity moratorium. The result of Pearson product moment correlation also revealed that psychological wellbeing has statistically significant negative relationship with identity diffusion. On the other hand, no statistical significant relationship between academic achievement and identity moratorium, foreclosure and diffusion was obtained. As to the current study finding, no statistically significant difference has confirmed on students’ identity status, psychological wellbeing and academic achievement across their parental socioeconomic status. Besides, there was no statistically significant difference on level of psychological wellbeing for all age groups. On the other side, students whose ages of 21-23 had more foreclosed identity than students’ age ranged from 24-26. The present study also found that as compared to students’ age ranged from 18- 20, respondents assigned to 21-23 age years had high level of academic achievement. As regards sex differences, male students had more diffused identity status compared to females whereas female students had high level of psychological wellbeing than males. However, male and female students were not significantly differed in their level of academic achievement