The study investigated the effects of Applied Scholastics’ Study Technology (APSST) on classroom practices – namely: Lesson preparation; lesson delivery; sustenance of students’ interest; and handling of barriers to study – and academic achievement of Junior Secondary School (JSS) One student of Solid Foundation Academy, Pankshin, Plateau State, Nigeria. The quasi-experimental design was adopted for the study. The sample consisted of an intact group of 30 students and 4 teachers subjected to pre and post interventions classroom observations and an analysis of students’ terminal academic results. The instrument used for the study were: Lesson Delivery and Classroom Observation Schedule (LDCOS) and students’ terminal academic results. Data collected were analysed using mean, standard deviation, and t-test. The mean and standard deviation rate indicators of the effect of APSST on the improvement of teachers on the classroom practices indices measured maintained a positive progression across the board after exposure and deployment of APSST in the classroom. Also, the tested hypothesis proved significant improvements in all the classroom practice indices. Furthermore, the result revealed an improvement in students’ academic achievement based on the obtained mean in all the subject areas studied. Similarly, there was a significant impact of APSST on students’ achievement in English language, Mathematics, and Physics with the exception of Civic Education. Based on the remarkable results noticed of the effect of APSST in teaching and learning within the short period of the study, it is concluded that deployment of APSST in education is vital in achieving productive learning experience.