This study was aimed at analyzing the psycho-social factors of classroom environment as a predictor to academic performance in upper basic science students in Kaura, Kaduna State Nigeria. This local government was selected for this study because of the large number of students enrolment. Psycho-social factors are selected for the study because it is an essential dimension of the classroom. Most researchers dwell on class size, availability of infrastructures but not much is done on the psychological and the social environment. The research design is a correlational type. The population consisted of 2510 upper basic science students. A sample of 340 subjects made up of 140 male and 198 female students were selected by purposive random sampling technique. The instruments used for data collection were, Basic Science Performance Test (BSPT) and the Psycho-Social Classroom Inventory (PSCI) with reliability coefficient 0.73 and 0.88 respectively. Two research questions were asked. What is the relationship between the psycho-social factors of classroom environment and academic performance of Upper Basic Science students? Analysis of subjected to Pearson Product-Moment Correlation procedure. The result showed that relationship exists between the psycho-social classroom environment and academic performance of Upper Basic Science students. Two hypotheses were tested in line with the research questions raised. The first hypothesis stated that, there is no significant relationship between the psycho-social factors of the classroom environment and academic performance in upper basic science. The data collected were analysed using the multiple regression approach at a significant level of P≤0.05. Data analysed revealed that the examined classroom environment psycho-social factors were not significant predictors of students performance. The only exception is friction. Meaning that the factors were not significant predictors to performance. Therefore, the hypothesis was retained. Based on these findings it was recommended that since this study showed significant relationship between psycho-social factors and academic performance in upper basic science a socially and psychologically conducive classroom should be emphasised in the teaching and learning of upper basic science in Nigeria.