Introduction: Learning is a lifelong process and naturally every individual can think and learn based on one__ampersandsignrsquo;s own pace governed by cognitive, affective and psychomotor domain which has a direct bearing on academic performance. Aim: The study aims to determine the influence of the style of learning and thinking on Academic Performance among ninth class students of different schools. Methods: For this research work, a survey method was adopted and a sample of 300 was chosen through random sampling. Result: The findings show that girls having more of a whole-brain dominance than boys. Urban students have more right brain and left brain dominance than rural students. Aided school students seem to have more Right Brain and Whole Brain dominance whereas Government school students seem to have more Left Brain dominance, which is interesting. There is a significant negative relationship between age and academic performance among high school students, as they grow old, they seem to perform badly in academics. There is no relationship between right-brain dominance and academic performance. The most intriguing finding is a significant (5%) negative relationship between left-brain dominance and academic performance. The student with a dominant left brain seems to perform badly in academics. Conclusion: The creative ability of the brain laid less importance at school levels which hinders new inventions and innovative thinking among school students. This may be attributed to rigid curricula-based teaching-learning methods which need a major renovation including structural and functional changes in the curricular framework.