This research paper is an attempt to understandcommitment and achievement which are very important in predicting individual and group success in any endeavor. Research has shown that commitment invariably has a major impact on behavioral outcomes connected to task performance. Task performance leads to achievement which has a very crucial impact on personality factorslike self-esteem, self-concept, emotional intelligence and other connected constructs. Environmental and social factors are also the contributing factors in commitment-achievement interplay.This paper studies academic task commitment vis-a-vis academic performance/achievement of high school students of select schools of Bangalore-India, belonging to three different boardsnamely Central Board of Secondary Education , Indian Council of Secondary Education and Karnataka State Board, each havingunique syllabus and board of examination. Gender and socio economic factors have been considered in the study. The results reveal the rejection of the null hypothesis which states that there was no significant relationship between Academic Task commitment and Academic Achievement among school children. The study also found that there was no significant difference in Academic Task Commitment among boys and girls due to gender. Further, the study found that there was no significant difference in Academic Achievement amongboys and girls due to gender. Finally, the null hypothesis which states that socio economic status difference has no significance in Academic Task Commitment among school children is accepted.Data analysis throws significant light and possible interplay between constructs that can be factored for designing very significant interventions with more detailed study on implications.