This study aims to investigate several factors affecting the academic performance of elementary learners in the classroom, which include students' learning skills, parental background, peer influence, teachers' quality, learning environment, and students' behavior. In West Boron Elementary, the poor academic performance of learners leading to problems in school performance was reported by school teachers due to learners displaying acts of disrespect to teachers, engaging in bullying among peers, physical conflicts with other learners, verbally abusing their teachers, and creating widespread disorder in the classrooms. Meanwhile, this study employs a quantitative research design using a descriptive-correlational approach of research having a sample size equal to one hundred forty-five (145) learner respondents chosen through a random sampling procedure and twelve (12) teachers via complete enumeration conducted at West Boron Elementary, a public educational institution located at Boron, California, which is in a remote rural setting. The result indicates a strong consensus on student wellbeing, positive learning environments, and effective teaching strategies influencing academic performance. While environmental factors play a role, their impact is more nuanced and requires further investigation. Social factors exhibit a more complex relationship with academic performance. Consequently, most learners require focused intervention to improve their academic standing, and teacher attributes may influence the learning environment and the perceived impact of various factors on academic outcomes.