The study investigated the relationship between broken homes and academic achievement of students. Three research hypotheses were formulated to guide the study. The study was correlational because the study sought to establish the extent of relationship between broken homes and academic achievement. The statistical method used in analyzing the data was the Pearson product moment correlation coefficient (r). Reliable and validated questionnaires which were designed to elicit information on the hypotheses of study were used. Six senior secondary schools were randomly selected for the study. One hundred and fifty respondents from single parent homes were used for the study. 25 respondents were randomly selected from six schools. Results showed a significant relationship between broken homes and academic achievement of students. It was also discovered that female students from broken homes perform better in their studies than the male students, moreover, the result showed that low socio-economic status, also had an adverse effect on the academic performance of children from broken homes. It is recommended that personal social counselling should be rendered to students from broken homes, with a view to counselling students who are experiencing some challenges. (Contains 1 table.)