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This research intended to scrutinize gender distinctions and the fundamental associations of task values, performance beliefs, teacher-student relationship, peers’ academic value, students’ intrinsic and extrinsic motivation and educational engagement and students’ achievement. The sample of this research was 400 second year science students (Pre- Medical), in Lahore City, Pakistan. The data were analyzed using Independent sample t-test and Structural Equation Modeling. The results revealed no gender differences across all variables except students’ extrinsic motivation. The results highlighted significant relationships between variables of the study. Results also demonstrated that those students who achieve higher grades were having good teacher- student relationships, and peer relationships, moreover such students were having higher performance beliefs, intrinsic motivation and extrinsic motivation. Most of the independent variables indirectly affected the dependent variables through different mediators. Besides, there was mediation effect of teacher student relationship, performance beliefs, academic value of peers, academic engagement, intrinsic motivation and extrinsic motivation on students’ academic achievement.