This study aimed to find out whether the perceived cognitive - affective unit tendencies of the Senior High School students were significantly associated to their chosen academic track. This study employed the quantitative research method, specifically the descriptive-correlational design. The data were taken using a researcher-made questionnaire with a sample of 210 Senior High School students enrolled in the Second Semester of the Academic Year 2016-2017 of the University of the Immaculate Conception. The results were obtained through the use of the statistical tool Chi-Square and revealed that there is a significant association between the perceived cognitive-affective tendencies of the Senior High School students and their chosen academic track. Respectively, mean and frequency were used to determine the respondents’ level and dominance of perceived cognitive affective unit tendencies which revealed that the respondents observed their encoding strategies to have moderately influenced their chosen academic track while their expectancies and beliefs, affective responses, goals and values, competencies and self-regulatory strategies showed to be highly influential. Furthermore, majority of the respondents perceived their expectancies and beliefs to be the most influential in their academic track choice wherein most of them belonged to the Science, Technology, Engineering and Mathematics (STEM) track. These results suggest that the respondents were independent and future-oriented in choosing their future career paths which characterized their desires to pursue higher education.