This study examined the relationship between academic self-concept, intrinsic motivation, and academic performance of Senior High School students. A quantitative approach using a descriptive cross-sectional survey design was used in the study. A multi-stage sampling technique was used to select 346 participants. The results showed that students who had a positive perception of their academic self-concept were more likely to be intrinsically motivated. Intrinsic motivation and academic self-concept also predicted students' academic performance. While the results from the study revealed that academic self-concept and intrinsic motivation are great recipes for predicting students' academic success, it must be emphasized that academic self-concept and intrinsic motivation generally do not operate in isolation. Therefore, educators who wish to improve the academic performance of the students especially among Senior High School students must consider paying attention to other factors that affect students' learning. Implications for policy and practice have been discussed.