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This study investigated the influence of broken homes on academic achievement of secondary school students in Nsukka Education Zone of Enugu State. The study was guided by five research questions and two null hypotheses. Ex-post facto research design was adopted for the study. The sample size for the study comprised of 450 secondary school students from broken homes in the study area. Two different instruments were used for this study. The first instrument was in broken Home Questionnaire (BHQ) designed to collect data on students’ family structure (broken or intact) and their academic challenges while the second was students academic performance checklist. The instrument was face validated by experts in the faculty of Education, University of Nigeria, Nsukka. Cronbach Alpha method was used to determine the internal consistency of the instrument. The data were analysed using mean and standard deviation to answer the research questions while the hypotheses were tested using t-test. The major findings of the study revealed that secondary school students from broken homes within Nsukka Education Zone face education challenges like lack of sufficient text books, inability to meet education related financial obligations, poor academic performance and lack of concentration while in school. Also, result showed that secondary school students from broken homes within Nsukka Education Zone face emotional challenges like emotional stress, despair, inferiority complex, feeling insecure and unhappiness. It was also found that secondary school students from broken homes within Nsukka Education Zone face social challenges like neglect, prone to sickness due to malnutrition, among others. Result also showed no significant statistical difference in the mean academic achievement scores of secondary school students from broken homes based on gender and no significant statistical difference in the mean academic achievement scores of secondary school students from broken homes based on location. The researcher recommends, among others, that State ministry of education should make arrangement for the provision of special packages for secondary school students from broken homes with a view to improving their attendance in school.