This study examines the correlation between students’ entry characteristics and teachers’ task performance in senior secondary schools in Education District III, Lagos State, Nigeria. The purpose was to determine the relationship between students’ prior achievement and teachers’ instructional delivery, as well as the correlation between students’ academic background and teachers’ classroom management. A correlational survey design was used. The sample included 365 students and 19 teachers, selected using stratified random sampling to ensure proper representation. Data was collected via a questionnaire and analyzed using descriptive and inferential statistics, including Pearson correlation. The key findings revealed a significant positive correlation between students’ prior achievement and teachers’ instructional delivery (β=.352, p<0.05). There was also a significant positive correlation between students’ academic background and teachers’ classroom management (β=.479, p<0.05). The conclusion is that what students bring to school directly influences how teachers perform their tasks, with implications for professional development and policy aimed at improving educational outcomes.