This study examined the correlation between school environment and the academic performance of Economics students in Toto Local Government Area (LGA) of Nasarawa State, Nigeria, with implications for sustainable educational development. A descriptive survey research design was adopted. The study population comprised all 600 Economics students from secondary schools in Toto LGA. Using the simple random sampling technique through the hat-and-draw method, a sample of 400 students (representing 67% of the population) was selected. Data were collected using a structured questionnaire developed by the researchers, titled School Environment as Correlated to Economics Students’ Academic Performance (SECESAP). The instrument demonstrated a validity index of 0.75 and a reliability coefficient of 0.84, indicating suitability for the study. Data were analyzed using mean scores and standard deviations. A cut-off point of 2.50 and above was considered a positive response, while below 2.50 was considered negative. Findings revealed a significant correlation between school environment factors—including physical facilities, classroom size, landscaping, school location, and library resources—and Economics students’ academic performance. The study recommends that educational stakeholders prioritize the provision and maintenance of adequate classroom buildings, libraries, and other instructional resources to improve learning outcomes.