Learning is a process undertaken by school students to achieve learning outcomes and academic achievement with a good value. Perceptions about the role of fathers is one important approach in achieving a good academic achievement so that it will lead to a belief that is better for students, for their self and their abilities will lead to moral support for students in developing the direction of interest, as well as good achievement school's academic. The purpose of this research is to test empirically the correlation between perceptions of the role of father with academic achievement in senior high school student. The method used in this research is a quantitative approach. The sample of population in this study were senior high school students in Jakarta, second grade and aged 15-16 years, and still have a father. The data was collected using a questionnaire to measure the scale of perceptions about the role of fathers and the documents of the report card to measure academic achievement. Based on data analysis performed using bivariate correlation coefficient of correlation r of 0.925 with a significance of 0.000 (p <0.01). This means there is a significant positive relationship between perceptions about the role of fathers with academic achievement in senior high school students. These results indicate that the hypothesis which says there is a relationship between perceptions about the role of fathers with academic achievement in high school students is accepted. Based on these results, there is a significant positive relationship between perceptions about the role of father with student academic achievement in high school, where the more positive perceptions about the role of father, the higher their academic achievement, and vice versa increasingly negative perceptions about the role of the father, then also will lower of their academic achievement. Additional results are known that the perception of the role of father in the category of average or moderate, while the high academic achievement, seen from the empirical mean in the variable of academic achievement.