Introduction: Increasing Awareness of the importance of vocational agricultural education has driven various regimes in government and Educators to embark on several review of agricultural curriculum at both secondary and tertiary institutions and as well provided policies and incentives towards motivating young ones to study and take agriculture as a good and profitable way of life when properly practiced. Unfortunately, in spite of various efforts by the government and other stake holders, it had been widely reported that agriculture in schools had been a failure. Evaluation and student performance, which is the focus of this study is one of the components of school's agricultural programmes in Nigeria. Various variables has been implicated to be related to academic performance but the literatures are not consistent as to which of these variables can be classified as main independent variables or rival independent variable. Method: Schools in Ondo State (Nigeria) constituted the sample for the study. Scores in the sample agriculture examination taken by all students in 2007 as well as data collected through the use of researcher developed instruments were analyzed as a group since analysis of variance showed no significant differences between schools. Results: These showed that overall grade and integrated science (physics, chemistry and Biology) were significant at 0.05 probabilities. The two variables explained 67% of the variance in agricultural secondary school student performance. Mathematics grade though was not found to be the best predictor, but had a high correlation (0.63) with the dependent variable. Conclusion: Overall grade, integrated science and mathematics are to be given prominence in the requirement for admission into further studies in agriculture. (Contains 3 tables.)