The senior secondary stage represents a decisive turning point in a student’s life, one in which psychological well-being, occupational readiness, and scholastic performance become tightly interwoven. The present study examined the relationship between anxiety, career maturity, and feeling of insecurity on the one hand and academic achievement on the other among senior secondary school students. A sample of 400 students (200 boys and 200 girls) drawn from government and private senior secondary schools was studied using standardized measures of anxiety, career maturity, and insecurity, while academic achievement was operationalized through aggregate marks obtained in the previous annual examination. Product-moment correlation, t-tests, and multiple regression were employed to analyze the data. Findings indicated that anxiety and feeling of insecurity were significantly and negatively related to academic achievement, whereas career maturity showed a significant positive relationship with achievement. Career maturity emerged as the strongest single predictor of academic performance. Significant gender differences were observed, with girls reporting higher anxiety and boys reporting marginally higher career maturity. The study underscores the need for school counselling programmes that simultaneously reduce anxiety and insecurity while nurturing career decision-making skills. Implications for teachers, parents, counsellors, and policy planners are discussed.