The basic concern of this study was to determine the effects of a Self- Management Program among adolescents of separated parents enrolled during School Year 2008-2009 in terms of efficacy and academic performance. Likewise, this study sought to find out the significant difference of the self-efficacy and academic performance between the experimental group who underwent an intervention program and the control group with no intervention at all. Self-efficacy affects behavior and decision-making in several ways. Students having high beliefs in self-efficacy become productive and resourceful in completing tasks, particularly academic-related tasks. A true experimental design was used to compare the effects of a self-management program on the self-efficacy and academic performance of the two groups. Data were obtained from the pretest and posttest results of a self-efficacy questionnaire approved by the adviser and validated by experts and adviser-approved for the program used in the sessions, supported with focus group discussion (FGD) and grades from report cards. Purposive sampling was utilized in selecting 24 college students as participants of the study. Statistical tools employed were t test and ANOVA. The study reveals that there is a significant difference in the pretest and posttest mean scores of the experimental group compared with the control group .For the academic performance, data show no significant difference between the experimental and control group for 1st year, 2nd year, and 4th year students. However, the 3rd year level shows a significant difference in the pretest and posttest mean scores in the experimental group. Generally, the results of the study indicate that a self-management program is an effective way to increase the self-efficacy of adolescents with separated parents but does not significantly improve the academic performance at the moment.