This study employed a quantitative descriptive-correlational research design to explore the relationships between parental involvement, student motivation, and academic performance among senior high school students at Compostela National High School in Davao de Oro, Philippines. The research locale included the entire senior high school population, specifically 200 students from Grades GAS, HUMSS, and STEM strands, selected through a universal sampling method. The study aimed to describe the levels of parental involvement covering parental expectation, parent-child communication, homework support, and school-based involvement and student motivation, encompassing self-determination, self-efficacy, intrinsic motivation, grade motivation, and career motivation. Data were gathered using a validated survey questionnaire and analyzed through mean scores, Pearson correlation coefficients, and multiple regression analyses. The findings revealed that both parental involvement and student motivation have significant positive relationships with academic performance, with homework support and self-efficacy emerging as key predictors. These results suggest that active parental engagement and intrinsic student motivation are vital factors in enhancing academic achievement. The research design facilitated comprehensive data collection and analysis, providing valuable insights into how parental and motivational factors influence student performance. The outcomes of this study will inform educators, parents, and policymakers in designing strategies to improve academic success in the region.