This study aimed to determine the influence of family structure on the academic performance and attitudes toward authority among elementary pupils enrolled at Baluarte Elementary School for School Year 2015-2016. The respondents were 102 pupils coming from intact and disrupted families. The researchers developed an instrument to be used in data gathering which was validated by the experts in the field of education. The Kruskal-Wallis Test was used to determine the differences in academic performance and attitudes toward authority when the respondents were classified according to grade level and birth order while the Mann-Whitney U Test was used when the respondents were grouped according to sex. The findings of the study showed that there is no significant differences existed in the academic performance of pupils when classified according to grade level and birth order while significant differences were noted in the academic performance of pupils when group according to sex. There was no significant difference in the attitudes towards authority when the pupils were classified according to grade level. Significant differences were observed in the attitudes toward authority when the pupil were grouped according to sex and birth order. When grouped according to grade level, the pupils perform equally. The academic performance of female pupils is higher than the academic performance of male pupils. The academic performance of the pupils with different birth order is comparable. The attitudes toward authority of pupils from grades 1-6 are similar. The female pupils had a better attitude towards authority than the male pupils. The first born children had the best attitude towards authority. Therefore, the sex of the pupils can influence their academic performance while their attitudes toward authority can be influence by both pupil’s sex and birth order.