The present study examines the combined and individual contributions of social intelligence and metacognition to academic achievement among secondary school students. While traditional educational paradigms emphasize cognitive ability, emerging perspectives highlight the role of socio-emotional and self-regulatory competencies in determining academic success. This study adopts a descriptive-correlational design with predictive analysis. A sample of 100 secondary school students was selected using stratified random sampling. Standardized instruments were used to measure social intelligence and metacognitive awareness, while academic achievement was assessed through institutional examination scores. The findings reveal that both social intelligence and metacognition are significantly and positively correlated with academic achievement. The results have implications for curriculum design, teacher training, and policy-level educational reforms.