The scientific literature could suggest that high self-esteem can positively influence students' academic performance. This leads us to ask the following main question: "Does high self-esteem in a student alone promote his academic performance?" This research question allowed us to explore the concept of self-esteem, social support and academic performance. The objective of the study is to analyze the relationship between self-esteem, social support and the academic performance of students. The hypothesis states that high self-esteem, frequency of social support lead to good academic performance. The theoretical grounding of this research is the self-esteem theory of André and Lelord (1999). The study was carried out with student trainees from the Lycée hôtelier de Cocody, with a sample of fifty-five (55) student trainees made up of twenty-nine (29) girls and twenty-six (26) boys. The data collection techniques used are documentary research, the questionnaire and the semi-structured interview. The self-esteem questionnaire according to Duclos, Laporte and Ross (1995) was administered to student interns. The data collected revealed that high self-esteem and the frequency of social support positively influence the academic performance of student interns.