Improving student achievement is one of the most important components of learning, and it is influenced by several variables, including academic resilience, self-regulation, and students' perceptions. This study examined how high school academic resilience, self-regulation, and students' perceptions affect their academic achievement in chemistry classes. Even though chemistry is regarded as a crucial subject for learning, most students find it complicated, making it challenging to comprehend. This explains why students' academic achievement in chemistry is so low. Using cluster random sampling techniques, 791 students participating in chemistry classes formed the sample. The linear relationship model between academic resilience, self-regulation, student perceptions, and achievement in chemistry is examined in this research using the Structural Equation Modelling (SEM) method. The results indicate that chemical achievement correlates negatively with academic resilience, significantly positively with self-regulation, and negatively and insignificantly with student perception. To ensure that students in chemistry learn at their best, teachers should focus more on the qualities of their students and incorporate learning activities.