There are many cognitive and non-cognitive constructs that account for the academic performance of college students. A priori knowledge proposes that the ability to form an identity and awareness of oneself and the pattern of behavior adopted by a student in the pursuit of learning are significant vehicles in the educative process. Hence, this researcher conducted a cross-sectional descriptive study where he attempted to establish the relationship that exists between the levels of self-esteem, study habits and academic performance of college students. Results from the Rosenberg Self-Esteem Scale (1965), the Study Habits Questionnaire (2001) and their general point average (GPA) were manually organized and collated. The Pearson Product Moment correlation and the Fisher’s exact test of correlation were used to measure the relationship between the variables. There exists a weak positive relationship between self-esteem and study habits of the respondents. There is no significant relationship that exists between the levels of self-esteem and academic performance. There is no significant relationship that exists between the levels of study habits and academic performance. Ordinal Logistic regression revealed that none of the independent variables or the moderating variable significantly explains the variability in the academic performance of the respondents.