This study investigated laboratory environment and senior secondary two chemistry students’ performance in quantitative analysis. Specifically, it examined how group and individual session participation; efficient laboratory assistant and non-efficient laboratory assistant; laboratory apparatus and non-quantitative apparatus; and teacher’s attitude affects academic performance in quantitative analysis. The population of the study consisted of six hundred and fifty (650) senior secondary students’ in Public schools in Ikot Ekpene Local Government Area from which a stratified random sampling technique was used to select thirty (30) students in the study area. Quasi-experimental design was used in this study. The instrument for data collection was Practical Chemistry Achievement test (PCAT). The PCAT gave a reliability coefficient of 0.99. The results obtained gave a significant difference between laboratory apparatus and non-laboratory apparatus; and teacher’s attitudes with academic performance in quantitative analysis. Equally no efficient laboratory assist; group and individual practical session participation with academic performance in quantitative analysis. On the basis of the findings, it was recommended that students, teachers and government should improve the effective use of laboratory environment to foster Senior Secondary Schools’ Chemistry students’ performance in quantitative analysis.