This study investigates the reasons for the low academic performance of high school students. The research objective was to determine the incidence of metacognitive and motivational strategies on the academic performance. The sample consisted of 21 students between the ages of 15 and 18, who were simultaneously in 6th and 7th grade. The design was quantitative, non-experimental, of correlational scope, and for data collection, school grades were used as document reviews and two questionnaires: MAI and MSLQ. The data indicated that the students’ academic performance was not linked to their idea of competence, that the infrequent use of metacognitive strategies corresponds to low academic performance and that the influence of motivational strategies was hardly perceptible.