This study was conducted to determine the academic problems experienced by grade 7 students in the public schools of Lipa City.Grade 7students are subjected to different kinds of stressors as they experience transition of moving to high school from elementary. The pressure of academics with an obligation to succeed, the certain forthcoming events and adjustments of becoming teenagers, and the adversities of integrating into a different system make their schooling a little tough. More so, their academic coping strategies were also identified. These two variables of the study are concentrated on the three assessment component of K to 12 which are written work, performance tasks, and quarterly assessment. The relationship of academic problems to coping strategies as well as the relationship of academic profile to coping strategies was also tested. Two groups of respondents, top 3% and bottom 3%, were utilized in the study. Thus, the difference on their responses particularly on academic problems and coping strategies was determined. The researcher employed descriptive-correlational method to meet the goal of the study. A self-constructed questionnaire was the instrument utilized in data gathering. All the fifteen (15) public schools in the Division of Lipa City participated in the study. Statistical treatment applied in the study includes weighted mean, Pearson moment correlation, and correlated t-test. The results became basis for the formulation of action plan to assist students with their academic problems and improve their academic performance. The research revealed that both groups of respondents “sometime” encountered problem in their written works. The data uncovered that the students who topped their classes oftentimes experience being easily distracted by external factors during writing tasks. The bottom students, on the other hand, experience difficulty in written tasks because of the limited information they have in order to organize ideas. However, both groups apply coping strategies to win over the difficulties of written works. Both groups of respondents demonstrate cultivating good study habits as their method of coping. Coping strategies have significant bearing to students’ quarterly grades. This means that lack of coping strategies may lead to poor academic performance while adequate and proper methods of coping to academic problems yields to good academic grades. Thus, this study encourages that every school should work on providing intervention programs designed to improve student’s performance academically. It is also important that the teachers and school heads should work closely in search for a more practical and useful strategies to assist students in developing positive and active coping strategies as they deal with various academic problems.