This study was designed to investigate continuous assessment scores as a predictor of students’ achievement in Mathematics at the Junior Secondary School Level in Makurdi Local Government Area of Benue State, Nigeria. It explicitly focused on the correlation and regression between Continuous Assessment scores and Basic Education Certificate Examination (BECE) results. Ex-post facto research design was adopted for the study. A simple random sample of 718 students drawn from five secondary schools in Makurdi Local Government Area was used. Pearson Product Moment Correlation and Regression Analysis were used to answer the research questions while the t-test of correlation coefficient and t-test of regression analysis were used to test the stated hypotheses at 0.05 level of significance. In-depth of analysis of data obtained in the study revealed that there is a strong positive correlation as well as regression between continuous assessment scores and Basic Education Certificate Examination results. The outcome of this study has shown that Continuous Assessment scores can correctly predict students’ achievement in Basic Education Certificate Examination Results. Based on the outcomes of the study it was recommended that school authorities should endeavour to submit the actual continuous assessment scores of students to external examination bodies without bias in favour or against any results.