The purpose of this study is to determine the factors that affect the diminishing persistence of heterogeneous academic achievers when induced in homogenous class as basis for the development of a support system to address the scenario. Through two-phase interview method the respondents were subjected. After that, the results were analyzed qualitatively. It was found out that the average percentage consistency of the academic persistence of students streamed in homogenous class is only 33.33% and the respondents experienced hindrances which diminish their academic persistence in class, those of which are the intimidated feeling, low sense of belongingness, low self-esteem and peer-influence and/or motivation. Because of time constraints, a community of practice (COP) was just recommended to be developed for the issue under the system of the school-based management (SBM) which will discuss, formulate and structure the support system necessary as a solution to the diminishing persistence of heterogeneous academic achievers.