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Objective:We sought to investigate the longitudinal associations of moderate-to-vigorous physical activity (MVPA) and pubertal development with academic achievement in adolescents.Methods:A total of 635 adolescents (283 boys, 352 girls) aged 11-13 years participated in the study. MVPA was assessed by the Health Behav-iour in School-aged Children study questionnaire, and pubertal development was assessed by the Pubertal Development Scale at beginning of the 6th grade (baseline) and end of the 7th grade (follow-up). Grade point average (GPA) at the end of Grades 5 and 7 was computed from data acquired from the school registers. The data were analyzed using linear regression and analyses of covariance.Results: In boys, MVPA was positively associated with GPA at baseline after adjustment for age (β=0.144, 95％ confidence interval (CI):0.028-0.260, p=0.028). In girls, the Pubertal Development Scale was positively associated with GPA at baseline (β=0.104, 95％CI:-0.004 to 0.211, p=0.058) and follow-up (β=0.104, 95％CI:-0.002 to 0.211, p=0.055) after adjustment for age, and these associations strengthened after further adjustment for MVPA (p<0.05). Adolescents who were inactive at baseline or at baseline and follow-up had lower GPA during fol-low-up than their continuously highly active peers (mean difference=-0.301, 95％CI:-0.543 to-0.058, p=0.009) and all other adolescents (mean difference=-0.247, 95％CI:-0.475 to-0.019, p=0.029). These differences were greater in girls than in boys.Conclusion:Lower levels of MVPA were associated with lower GPA in boys at baseline. Girls who were continuously inactive had lower GPA over the follow-up period than those who were continuously active. Finally, earlier pubertal development was associated with better academic achievement in girls.