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The impact of locus of control and self-efficacy on academic performance has long been an important issue in education. The study aimed to explore the relationship between locus of control and self-efficacy in the academic performance of secondary school students in Enugu State. Correlational design was used for the study. The sample consists of 350 students randomly selected from three secondary schools in Agbani Education Zone. Two standardized instruments of locus of control and academic self-efficacy face validated by three experts from Educational Psychology and Measurement and Evaluation respectively from Enugu State University of Science and Technology were used to collect data from the sample while students’ scores in their last promotion examination were used to measure academic performance. The reliability coefficient was determined using Cronbach's alpha with a coefficient of 0.73. Through Pearson Product Moment correlational analysis, the researchers found that locus of control and academic self-efficacy have a positive relationship with academic performance. Further analysis using multiple regression analysis revealed that locus of control and academic, self-efficacy have a relationship with the academic performance of secondary school students in the zone. It was recommended therefore that teachers and counseling psychologists use appropriate psychological intervention as well as stimulating teaching methodology in order to enhance self-efficacy and locus of control among secondary school students in the state.