There exist several factors that influence academic performance, among them psychosocial and socioeconomic elements, family, study program duration, pedagogical methodologies, intellectual coefficient, motivation, etc. The aim of the present study was to evaluate the incidence of physical exercise practice, corporal composition, learning styles, motivation, and study habits on academic performance. The sample was constituted by 713 male students from six colleges of Santiago of Chile, enrolled in the seventh and eighth grade of primary education, and in the first and second of secondary. The short version of the Honey-Alonso's questionnaire (CHAEA-36) was applied, alongside with the inventory of motives, attitudes, and strategies for learning, an adaptation of the national survey of habits of physical activity and sport in the Chilean population, IMC calculations, skinfold measurements on the triceps, and waist circumference. In addition, academic performance from the first semester of 2018 was consulted. The results showed low and negative correlations between active style and all averages grades. However, reflexive style was slightly but positively correlated with all grade averages. The scores from the sub-scale goals, conditions of study, and implications in the study slightly and positively related with all grades. Finally, the anthropometric variables of weight, height, waist circumference, as well as physical activity practice are responsible for less than 1 % of the variations of grades of the students in our sample.