This study aimed to investigate the correlation between academic performance and learning conditions, focusing on academic, social, and personal factors. Additionally, the study sought to determine the profile of the respondents, including demographic information, and identify the challenges they faced in terms of learning conditions. The research employed a descriptive-correlational research design, collecting data from 374 ESGP-PA grantees at the University of Eastern Philippines. A validated questionnaire was used, which underwent rigorous cross-checking, validation, and approval by a panel of examiners. The findings indicated that ESGP-PA grantees exhibited high levels of behavioral academic engagement, cognitive engagement, and emotional engagement. Furthermore, the participants rated the teacher-related aspects of learning conditions relatively high. However, their preferred learning style was predominantly visual. Overall, the study revealed positive perceptions of learning conditions, and a significant number of respondents achieved good grades, demonstrating their persistence in their studies. Multiple regression analysis was employed to examine the relationship among variables. The results revealed no significant correlation between learning conditions and academic performance. However, a significant relationship was found between the profile of the respondents and learning conditions, although only a few variables showed positive correlations.