This study established Correlationhsip between self-concept and academic achievement in Mathematics among senior secondary school students in Batagarawa Educational zone, Katsina state. The study developed two objectives, research questions and tested corresponding hypotheses at 0.05 level of significance, respectively. It adopts descriptive survey research design. The population of the study consisted of One Thousand Five Hundred and Eighty-Five (1585) which include 786 Male and 799 Female senior secondary school class two (SSS II) students in Batagarawa educational zone, katsina state public schools during the 2021/2022 academic session. Multistage sampling Technique was used to select the sample size of Two Hundred and Seven (207) class two (SSII) students during the 2021/2022 academic session in public schools in Batagarwa educational zone. A validated questionnaire titled Self-concept questionnaire (SCQ) with reliability index of 0.798 was used for data collection in this study. Mean and Standard Deviation were used to answer the research questions, while Pearson Product Moment Correlation coefficient and t-test (Independent sample) statistic was used to test the null hypotheses. The results revealed that there is no significant relationship between self-concept and academic achievement of senior secondary Mathematics students in Katsina state, Nigeria. Based on the findings, it was recommended that, orientation should be regularly given to students on how to improve their self-concept and academic achievement as it may help them elevate their performance in Mathematics.