The aim of this quantitative study was to determine whether time management and emotional intelligence significantly predict student’s academic performance in mathematics. Stratified random sampling was used to select 223 public secondary students from Braulio E. Dujali District, Division of Davao del Norte, as respondents. Adapted questionnaires were used to determine the level of time management and emotional intelligence of students, while a researcher-made test instrument was used to determine the academic performance of students in mathematics. Data were analyzed using mean, Pearson-r and regression analysis. The findings indicated that students moderately manifested time management skills in short-range planning, time attitude, and long-range planning. Their emotional intelligence specifically in emotion regulation, emotion appraisal, and emotion utilization was also moderately manifested. Furthermore, students’ academic performance in mathematics was found to be satisfactory. It is suggested that additional studies must be conducted to examine the relationship between time management, emotional intelligence, and students’ academic performance in mathematics, aiming to uncover critical factors influencing the performance in the subject. With these, teachers and administrators are encouraged to provide additional support and intervention that would help improve students’ academic performance.