This study examined the factors associated with the academic performance of first-generation secondary students in San Julian National High School, Eastern Samar, during the School Year 2023–2024. With the increasing concern over educational inequalities, particularly among students whose parents have not completed secondary education, this research sought to explore the extent to which demographic, familial, and academic variables influence academic outcomes. Utilizing a descriptive-correlational research design, data were collected from 40 identified first-generation Grade 12 students through a researcher-made, validated survey instrument. The questionnaire assessed five key areas: student profile (age and gender), family support, academic preparedness, class attendance, and academic performance. Descriptive statistics and correlation analyses (Spearman’s rho, Pearson, and Eta correlation) were used to interpret the data. Results revealed that most respondents were 17 years old and female. Sixty percent reported an average level of family support, while the majority demonstrated satisfactory to very satisfactory academic preparedness. Significant relationships were found between family support, academic preparedness, class attendance, and academic performance. The findings emphasize the critical role of familial and school-based support systems in improving academic outcomes among first-generation learners. This study recommends localized, evidence-based interventions to strengthen inclusive education efforts in low-resource and rural areas of Eastern Samar.