This study was conducted to determine the relationship between expectancy-value beliefs and task values on the academic satisfaction of one hundred secondary education students. This study used a descriptive-correlational research design and an adopted questionnaire to gather the needed data. Participants answered the questionnaire assessing their expectancy-value beliefs, task values, and academic satisfaction. The mean and Pearson moment correlation coefficients were performed to analyze the data. Results showed that the students had a very high extent of expectancy-value beliefs, which have an average of 3.27. Students’ level of task values has an average mean of 3.07, which is interpreted as a high extent, and the students were highly academically satisfied, which has a grand mean of 3.47. Moreover, the results revealed that there is a low positive correlation between students’ expectancy-value belief and academic satisfaction, and between students’ task values and academic satisfaction. They have a high expectancy-value beliefs and task values then students are more likely satisfied in their academic life. Additionally, there is a significant relationship between the students’ expectancy-value belief and academic satisfaction and between the students’ task values and academic satisfaction. Thus, the study commends that the students should have a positive academic self-concept trait to endure good academic performance. It also emphasizes the importance of students' perceptions, beliefs, and values towards academic satisfaction.