The article provides a theoretical overview of research reflecting correlation between intellectual factors, motivational and personality variables with high school students’ academic performance. This empirical research analyzes subjective volitional control, self-regulation, achievement motivation, locus of control, intellectual abilities and temperamental characteristics which are considered important factors for predicting high school students’ academic performance in the context of professional education. The study indicates the difference between indicators of standardized self assessment techniques developed for students and the outcome of teachers’ evaluation of students’ self-regulation during learning process. The research results suggest that a high level of subjective volitional control of high school students is an essential factor for professional education, while self-regulation is the most crucial facet when teaching less successful students. Students’ academic performance in career-oriented classes is largely affected by their perseverance and intellectual abilities.