This descriptive-correlational study aimed to find out the relationship of students' physics performance with students' father's nature of occupation, kind of learning support materials, frequency of studying physics, frequency of performing physics experiment and perceived teacher's teaching effectiveness. The respondents of the study are the 299 fourth year high school students of the division of Roxas City during the school year 2005 - 2006. This study made use of three instruments: (1) researcher-made instrument on the first four correlates of physics performance, (2) researcher-made questionnaire on the perceived teacher's teaching effectiveness and (3) the division achievement test of Roxas City. The following statistical tools were utilized in this study: for descriptive statistics means and frequency counts were used, for inferential statistics t-test, ANOVA, Pearson-r and multiple linear regressions were used. Significance level for all inferential statistics was set at .05 alpha. Findings of the study revealed that students' physics performance in the division of Roxas City was "average". Students perceived their teacher's teaching effectiveness as "very satisfactory". Father's nature of occupation, kinds of learning support materials, frequency of studying physics, and frequency of performing physics experiment posed a no significant difference in the students' physics performance. Perceived teacher's teaching effectiveness variable was shown to have a significant difference on the students' physics performance. At the same time it came out to be the only variable that can predict physics performance of students.