Many research revealed that Self-Handicapping is associated with the students’ personal motivations, academic achievement, global self-esteem and certainty of self-esteem. This study is designed to find out the relationship between Self-Handicapping, and Achievement in Mathematics of learners of chult age (adolescence). Using Multi-stage cluster sampling 204 secondary school students of Thiruvananthapuram educational sub district were selected for the study. Participants were directed to fill in the self-reported Self-Handicapping Scale; the Achievement score in Mathematics were taken from the school records. Data has been analyzed with SPSS-16th version. Students of chult age have a moderate level of Self-Handicapping and High level of Achievement in Mathematics but there is a negative low relationship between Self- Handicapping and Achievement in Mathematics. This study disclosed that self-Handicapping and achievement in Mathematics are correlated. Thus, a positive variation in Self-Handicapping will make a corresponding decrease in Achievement in Mathematics and vice-versa