This study aimed to determine whether teachers’ professional attitude and game based learning approach significantly influence the student's academic achievement in social studies. A descriptive-correlational research design was used. The respondents of this study were 100 Grade 12 students in public secondary high schools in the Division of Davao del Norte and were chosen through controlled quota sampling. This study used two adapted questionnaires and one researchers made questionnaires. Mean, Standard Deviation, Pearson r, and Regression Analysis were used as statistical tools. The findings showed that teachers’ professional attitude was fairly manifested while game based learning was fairly observed. The academic achievement of grade 12 students in social studies did not meet expectations. The findings also revealed that both teachers’ professional attitude and game based learning have a significant relationship on students’ academic achievement in social studies. The findings revealed that a game-based learning approach significantly enhances academic achievement in Social Studies but does not have a notable impact on teachers' professional attitudes. This suggests that educational institutions and policymakers should focus on both improving teachers' professional attitudes and incorporating game-based learning strategies to elevate students' academic outcomes in Social Studies. To support this, professional development programs should be tailored to enhance teachers' communication, classroom management, and pedagogical skills. While teachers generally exhibit positive attitudes in these areas, the variation in responses, particularly regarding pedagogy, suggests that some could benefit from more targeted support. Implementing workshops, mentorship programs, and ongoing professional development initiatives can help standardize and improve teaching practices. Additionally, introducing peer observation and feedback mechanisms could facilitate the sharing of best practices and ensure more consistent application of effective teaching methods across different educators.