This research examined the influence of in-service training, seminar and workshop attendance by social studies teachers on students' academic performance in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of five hundred Social Studies teachers (500) and students were selected for the study. The instruments for data collection were a set of questionnaire to measure Social Studies teachers' in-service training, seminar and workshop training and Social Studies Performance Test (SOSPT) to measure students' academic performance. The reliability estimate of the instruments were established through the split-half reliability method and it associate Spearman Brown prophesy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at 0.05 level of significance. The result of the analysis revealed that there exists a positive and small relationship between the frequency of teachers' attendance at in-service training, seminars and workshops and students' academic performance in social studies. It was recommended that government should make it mandatory for all teachers in both primary and post primary to undergo professional training. As it is the case with other professions like law and medicine among others.