The main objective of this study was to determine the relationship between learning strategies and the academic performance of learners at Mambalili Elementary School. The study used a quantitative research method and employed complete enumeration in selecting the 166 pupils respondents. The researcher used an adapted survey questionnaire to measure the independent learning strategies of pupils while their academic performance was measured using third-quarter test scores in English, Mathematics, and Science. The results revealed there is a high level of independent learning strategies among pupils as demonstrated with their strong self-directed learning behaviors, effective time management, cognitive strategies, peer engagement, and academic thinking. Among the subjects, Mathematics received the highest mean score categorized as nearing mastery, while English and Science were both categorized as developing mastery. However, the lowest class proficiency was observed in Science which indicated a need for enhanced instructional support. A weak but statistically significant correlation was also found between independent learning strategies and academic performance in English, however, there was no significant relationships observed in Mathematics and Science. Regression analysis further indicated that independent learning strategies did not significantly predict academic performance of learners. These findings suggested that while self-regulated learning positively correlates with academic performance in other contexts, its effectiveness may differ depending on personal, behavioral, and environmental factors. The study highlighted the need for targeted interventions, such as project-based learning and strategic instructional methods in improving the academic outcomes of pupils.