This study examines the correlation between the self-perceptions of junior high school students in Kaohsiung city and their academic performance in each major subject area taught under Kaohsiung city¡¦s nine-year compulsory education system. Key research objectives include: Examine the influences of personal variables on junior high school student self-perception and academic performance within the 9-year compulsory education system; and determine correlations between the self-perception and academic performance; and offer practical suggestions can better assist junior high school students to cultivate self-perceptions that are both active and positive. The authors used the ¡§Self-Attitudes Questionnaire¡¨, revised by Mr. Wei-fan Kuo, as a primary data-gathering tool. The subjects of this research were junior high school students (grades 7 through 9). After categorizing schools as ¡§large¡¨, ¡§medium¡¨ or ¡§small¡¨ (based on student population), the authors chose target schools by randomly selecting three (3) from each category. Finally, a computer was used to select at random one class from each of the nine selected schools. Data collected for this study included completed self-attitude questionnaires and students¡¦ semester grade reports. The authors employed one-way ANOVA, Pearson product-moment correlation, gradual multiple regression, and T-Test analysis methodologies to test hypotheses. Research Findings: At present, the overall rating for self-perception among junior high school students studying in Kaohsiung Municipality is higher than the national average. The sex of respondents was found to affect self-perception significantly in all categories and at each level of academic performance. Differing social / economic backgrounds of families had a significant impact on self-perception in all categories and at each level of academic performance, and Study results indicate that level of self-perception is a regressive predictor of academic performance. Based on the above findings, the authors offer the following practical suggestions: I.The academic curriculum should foster the development of a positive and active sense of self-perception in students; II.Effectively managing the factors that influence students¡¦ self-perception can effectively assist in the prevention / rectification of self-perception problems. III.Students coming from families in lower social or economic strata should be afforded special attention and support. IV.Educators should note and attend to the differing needs of individual students in the classroom.