This quantitative research study was conducted to determine the level of the mathematics learners' self-concept and learning styles in relation to scholastic performance in modular distance learning modality. A modified survey questionnaire was distributed to 180 respondents. The respondents of the study were the Grade 9 mathematics learners who were enrolled during the school year 2021-2022 within integrated schools of Polomolok 5 District, Division of South Cotabato. Along the process made, statistical tool was used such as frequency and percentage distribution, mean, and Pearson-r. The results revealed that among the indicators of self-concept, only organized self-concept implies the no significant relationship between the scholastic performance and the level of self-concept of the Grade 9 mathematics learners. Furthermore, the study revealed that among the learning styles of the learners, visual and kinesthetic learning styles were found significantly related between the scholastic performance and the extent of learning styles of the Grade 9 mathematics learners. With this, learners' self-concept and learning styles affects their scholastic performance. It is recommended that the learners should focus on developing their full potentials to navigate their perspectives.