This study aimed to examine the relationship between high school students' academic achievements, school climate, students' self-handicapping behavior, and demographic characteristics. The research is a correlational study. The sample of the study consists of 981 students studying in three different types of schools in the city center of Karaman, Turkey, in the 2019-2020 academic year. We used structural equation modeling in the research. According to the results of the research, in a school climate (positive climate) that has success-oriented, supportive teacher behaviors and a safe learning environment, students are less likely to have self-handicapping behaviors, and students with less self-handicapping behaviors are more likely to have a higher grade point average (GPA). The study concluded that school climate also affects grade point average through self-handicapping. It also confirmed that age, school type, gender, and socioeconomic status variables also affected the student's grade point average. In the context of examining student achievement by taking into account structural, social, psychological, and environmental factors of the school, we thought that this research would make an essential contribution to the literature.