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This research work investigated the perceived influence of attitudinal issues on academic performance of technical education students in Rivers State University. The study was guided by four specific objectives and four corresponding research questions. The study adopted descriptive survey research design with a population of 34 students of Technical Education from the Department of Vocational and Technology Education, Rivers State University. The entire 34 students were recruited as sample for the study due to its manageable size. The instrument was questionnaire, titled, “Attitudinal Issues on Academic Performance Questionnaire (AIAPQ)” structured in likert type response format of Strongly Agree (5), A =Agree (4), U= Undecided (3), DA= Disagree (2), and SD =Strongly Disagree (1). The research questions were answered using the mean score. The findings showed that; attitudinal issues affected the academic performance of Students. The results showed that the students demonstrated various forms of attitudinal issues such as discouragements from other faculty students. The result also showed that attitudinal issues cause poor academic performance by students and it makes a student to have low self-esteem in educational activities. Based on the results, it was recommended among others that Department of Vocational and Technology Education should restructure the technical education programmes to incorporate more practical workshop experiences and implement comprehensive orientation programmes for new students to clearly communicate departmental expectations, career opportunities, and the practical value of technical education.