This study examined the influence of School-Based Management Committees (SBMCs) on teachers’ motivation and students’ academic achievement in public secondary schools in North Central Nigeria. The study was guided by two research questions and two hypotheses. A descriptive survey research design was adopted for the study. The population of the study comprised principals and teachers in public senior secondary schools in North Central Nigeria, from which a representative sample was drawn using simple random sampling technique. Data were collected using a structured questionnaire titled Questionnaire on the Influence of School-Based Management Committees on Teachers’ Motivation and Students’ Academic Achievement in Public Secondary Schools in North Central Nigeria and a proforma used to obtain students’ academic records. The instruments were validated by experts and tested for reliability. Descriptive statistics of mean and standard deviation were used to answer the research questions, while chi-square statistical tool was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that participatory decision-making by SBMCs has a significant influence on teachers’ motivation and students’ academic achievement in public secondary schools in North Central Nigeria. The study also found that resource mobilization and financial accountability by SBMCs significantly influence teachers’ motivation and students’ academic performance. The study concluded that effective functioning of SBMCs plays a crucial role in enhancing both teacher motivation and students’ academic outcomes. Based on the findings, it was recommended that SBMCs should be strengthened through capacity building, improved stakeholder participation, and enhanced accountability mechanisms to ensure better school governance and improved academic performance in public secondary schools in North Central Nigeria.