It has been uoge ted in different research articles that academic performance is equally illfluenced by lion -cognitive variables as it is so by the cognitive ones. The present study has intellded 10 ee whether non-cognitive factors such as achievement motivation, selfesteem and learning 'lyles do have an influence on students' mathematics and physics achievement. Information concerning the variables mentioned was collected using achievement motivation, self-esteem and learning styles questionnaires from 0(109) W. 'DP-supported and (108) WSDP-not supported sample of Wukro high school ludellts. Three el7lester average academic achievement of each student was collected from the re orc! offi e of the school. The obtained data were analyzed using t-test, correlation, multiple and step-wise regressions. Significant difference in academic achievement motivation, mathematics and physics achievements was reported between oro ups . WSDP-not supported students have better achievement motivation and achieve hetter in academy. But no significant self-esteem difference was reported even though the mean of WSDP-non supported students is slightly greater than the supported students. Achievement motivation and self-esteem contributed to the prediction of mathematics achievement but achievement motivation was the only significant contributor for physics achievernent. While the learning styles-visual, auditory and kinesthetic were not ignijicant predictors of both mathematics and physics achievements and were removed from the regression equation. Since the obtained results convey a message to educationalists, implications are suggested as directions for further research