It is evident that teachers who organize and manage classroom properly will assist students' learning. This study focuses about the association and connection between the classes managing practices and activities used by secondary school teachers and the students' academic achievement. Correlational research design was used for this study. A sample of 550 secondary school teachers was selected conveniently from 50 government schools of district Kohat. A self-constructed questionnaire based on five-point rating scale was used for collection of data. Mean, standard deviation and co-efficient of correlation was used to analyze the data. It was found that secondary school teachers used moderate to high level of classroom management practices. Managing physical resources had the highest mean score while managing students' behavior and teaching methodology had the lowest mean score. Good relationship between teacher's practices and learner's achievement was found as a vital and basic element for the school high academic scores. It was recommended that secondary school teachers must be trained in classroom management strategies to increase their capacities which may lead to ensure students' learning.