Chemistry education is pivotal in examining sustainability concerns. Despite its undeniable importance, there exists a research gap on how students perceive the relevance of chemistry to sustainable development, which might be related to their perceived performance in chemistry as a subject area. Hence, this research investigated students' perceived performance and the relevance of chemistry to sustainable development. This research involved 84 grade 12 STEM students from a public midurban high school. A 5-point Likert scale survey with 58 items, which covered 29 chemistry learning outcomes and two open-ended questions, was used. Analysis revealed a positive correlation (r = 0.317, p = 0.003) between perceived performance and relevance of chemistry learning competencies. Additionally, students provided valuable insights on SDG integration into chemistry classes. Performance-Relevance Grid Analysis categorized the learning competencies based on the extent of students' perceived performance and relevance to sustainable development. Although all competencies are essential, the results are instrumental in mapping and scaffolding the progression of learning in chemistry. Findings could serve as benchmarks to strategically tailor pedagogical approaches and instructional materials to optimize the learning process. Consequently, this could impact climate empowerment among students. This offers implications for future research directions that catalyze the synergy of sustainable development and chemistry education in cultivating a more engaged and conscientious generation of learners.