This study investigates the variables of metacognition, self-efficacy, and learning strategies as they affect the academic achievement of secondary school students in Biology. The research derives its motivation from previous studies that independently link the identified variables to the positive performance of students in practical Biology classes. However, these studies were conducted outside Nigeria. The variables were not also examined in a single study. Using secondary schools in Lagos State as a case study, the research adopts a descriptive research survey with a focus on Biology students. A questionnaire will be developed to cover the research questions and hypotheses. A total of 100 respondents are to be used for the study. The chi-square statistical tool will be used for data analysis. Summary and conclusions are to be drawn from the research literature, research findings, and data analysis. Recommendations on how teachers can help students manage, appraise, evaluate, regulate, and monitor their learning tasks will be made in the final chapter.