This study examined the relationship between teachers’ classroom control and pupils’ academic performance in Lagos State primary schools, Nigeria. Classroom control is an essential aspect of classroom management that influences pupils’ behaviour, learning engagement, and academic performance. The study anchored on classroom control theory. The design of the study was correlational. The study population made up of 9,854 teachers and all primary six pupils in Lagos State primary schools, Nigeria. Taro Yamane was used to determined sample size of 385 teachers selected through simple random sampling techniques. Data were gathered using two research instrument titled: “Teachers’ Classroom Control Questionnaire” (TCCQ) and the “Record Observation Format” (ROF). Three research questions and null hypotheses were evaluated at a 0.05 level of significance. An expert evaluated the validity of the instruments, and Cronbach’s alpha was used to determine the reliability and consistency of the instruments, which came out to be 0.71 and 0.73. Using the Statistical Package for Social Science (SPSS) version 26.0, hypotheses were analysed through the application of Pearson Product Moment correlation in inferential statistical analysis of the gathered data. The findings of hypotheses 1, 2 and 3 showed that: a significant relationship existed between teachers’ classroom rules and pupils academic performance in Lagos State primary school, Nigeria (r = .634; N=385; p<0.05); a significant relationship existed between teachers’ instructional control and pupils academic performance in Lagos State primary school, Nigeria (r = .682; N=385; p<0.05); and a significant relationship existed between teachers’ classroom control and pupils academic performance in Lagos State primary school, Nigeria (r = .704; N=385; p<0.05). Based on the findings, the study concluded that teachers who demonstrate effective classroom control create conducive learning environments that enhance pupils’ academic success. It was recommended that school administrators should organize regular training programmes to improve teachers’ classroom management and control skills.