Poor academic performance in rural community secondary schools remains a major concern because it constrains educational progression, weakens human-capital development, and reproduces social inequality across already disadvantaged communities. Although recent African and Nigerian studies increasingly show that student achievement is shaped by interacting school, teacher, home, and learner conditions, there remains limited integrated evidence from rural community secondary schools in Nsukka, Enugu State. This study investigated students’ perceived determinants of poor academic performance in selected rural community secondary schools in Nsukka. A quantitative descriptive survey design was adopted. The target population comprised 977 students from three selected schools, from which 280 respondents were selected through purposive school selection followed by proportionate simple random sampling. Data were collected using a structured questionnaire organized into demographic items and four substantive domains: parent/home-based, school-related, teacher-related, and student-related factors. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used for analysis. Mean scores of 2.75 and above were interpreted as major perceived factors, scores from 2.50 to 2.74 as minor perceived factors, and scores below 2.50 as non-significant factors. The results show that lack of parental encouragement, weak parent/guardian involvement, inadequate teaching and learning materials, distance from home to school, unsuitable home study environments, poor teacher–student relationships, teachers’ failure to complete schemes of work, student lateness, and student absenteeism were the most salient perceived contributors to poor academic performance. The study concludes that poor performance in the selected schools is not reducible to individual learner weakness; rather, it reflects a multidimensional ecology of home support, school resources, classroo