The purpose of this study is to explore the values that primary and secondary school students consider important and to examine the role of academic variables and achievements of students during this period. For this purpose, data were collected through a self-reported questionnaire from primary (n=403) and secondary (n=540) school students. To analyze the primary variables, descriptive statistics and correlational analyses were conducted, and an independent sample t-test was utilized to compare primary and secondary school students while a multiple regression analysis was conducted to examine how values predict key academic-related variables. The main findings are as follows. First, the prioritized values for primary and secondary students appeared in the order of openness, self-transcendence, conservation, and self-enhancement. Second, while openness as a higher-order value positively predicted favorably academic variables for primary and secondary school students, self-enhancement was found to negatively predict them. In particular, the higher the self-determination-thought value as a sub-values of openness, the more consistently positive the academic variables were. Third, self-determination-action was found to more positively predict academic variables for secondary students than for primary students. These results suggest that primary and secondary school students’ values that they consider important in their lives play a meaningful role in their academic pursuits. Furthermore, in educational settings, efforts should be made to foster the values of students’ openness and self-determination to enhance their academic performance, and it is important to recognize that the values helpful for academic achievement may vary depending on students’ developmental stages.