The study examined the factors that influence the performance of students in selected public junior high schools in Ghana using English Language, Mathematics and Science as cases and also to determine whether these observed performances support the continued implementation of the national policy on progression. In all, 98 teachers and 982 Junior High School (JHS) 2 students were randomly selected from three districts in the Central Region of Ghana. Data were analyzed using descriptive statistics (percentages and means) and standard deviation. It was found that the majority of the research participants' levels of attainment in English Language, Mathematics and Science did not permit automatic progression. Also, it was found that several teacher factors such as the inability to complete the planned curriculum due to numerous co-curricular activities and their challenges in teaching some of the topics may have contributed to the low performance of the students. Recommendations for the need to collect data on students' performance regularly at the various grade levels through assessment/tests to identify students' learning difficulties early and offer appropriate interventions to support such learners have been made to further strengthen the progression policy.