This paper explores Sigmund Freud's Psychoanalytical Theory of Personality, highlighting its foundational concepts, structural components, and educational implications. Freud’s model of the human psyche—comprising the id, ego, and superego—offers a dynamic framework to understand the complexity of human behaviour and personality development. The theory situates personality development within the context of psychosexual stages and topographical levels of consciousness: conscious, preconscious, and unconscious. Each level significantly influences cognitive and behavioural responses. The paper examines how the interaction among the id, ego, and superego shapes behaviour, and how imbalance can lead to psychological conflict. It also addresses the criticisms of Freud’s approach, particularly its lack of scientific rigor, overemphasis on sexuality, and deterministic view of childhood experiences. Despite these critiques, the theory has contributed significantly to educational psychology by expanding the understanding of student behaviour, learning motivations, and emotional development. The psychoanalytical approach emphasizes a holistic view of the learner, advocating for emotionally supportive learning environments and underlining the importance of play, mental health awareness, and individualized guidance in education. This comprehensive analysis underscores the enduring relevance of Freud’s work in both psychology and pedagogy.