This study aimed to determine the factors that affected the diminishing persistence of heterogeneous academic achievers when induced in homogeneous classes as a basis for developing a support system to address the situation. This study identified the common hindrances the heterogeneous academic achievers encountered as they were brought to a homogeneous class. It employed a qualitative approach to research in gathering the pertinent data. The participants of the study were subjected to a two-phase interview method. It was found that the participants experienced hindrances that diminished their academic persistence in class: intimidated feeling, low sense of belongingness, and peer influence and motivation. This study was limited to identifying the reasons behind the diminishing persistence of heterogeneous academic achievers when streamed in a homogenous class and crafting an action plan as the basis for the development support system to address the situation. The key informants were composed of 18 students who were chosen purposively from the classes of grades 8-10 for the school year 2018-2019.