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The major problem of this study was to determine the influence of students’ scholastic abilities on students’  performance in board examination. The study made use of the descriptive-correlational method of research  in which standardized instruments were the primary data gathering tool. The respondents of the study were  selected graduate school students from a private Catholic university in Malolos. The data were presented  using tables and the results of the study were tabulated and processed using Statistical Packages for Social  Sciences (SPPS). The study revealed the students’ academic performance in the following categories: (1)  Verbal Reasoning - 8.36 (average);(2) Non-Verbal Reasoning - 14.65 (superior); (3) Reading Vocabulary - 10.80 (average); (4) Reading Comprehension-16.20 (superior); and (5) Math Application - 9.77 (average).  Moreover, the results of students’ performance in board examination showed that 80% were satisfactory and  20% were very satisfactory. The findings of the study indicated that students’ scholastic abilities bore no  significant effect on students’ performance in board examination when considering the joint effects of all  variables on scholastic abilities.