This study examines the effects of persistence on the acquisition of social skills by adolescents in secondary schools in the Littoral Region of Cameroon. The study was guided by one major question and a hypothesis. The survey research design using the convergent mixed methods approach was adopted for the study. Close-ended questionnaire and a focused group discussion made up the instrument used for the study. The sample population for the study consisted of 354 students. the purposive, convenient and the simple random sampling techniques were adopted for the study. Data from the close ended questions were analyzed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions and focus group discussion were analyzed thematically. The Spearman’s rho was used to test the lone research hypothesis formulated in the study. Findings showed that 82.3% of the students agreed that persistence influences adolescent acquisition of social skills in secondary schools while 17.7% disagreed. The hypothetical statistics showed that there is a significant, positive and strong relationship between persistence and adolescent acquisition of social skills in secondary schools (R- value 0.435**, p-value < 0.000 < 0.05). The positive sign of the correlation value implies that continues persistence to learn from their mistakes and use them as opportunities for growth, being determined to overcome obstacles, committed to continuously improving and developing my skills and abilities and remaining focused on their goals, even when faced with challenges or setbacks will enhance adolescent acquisition of social skills in secondary schools. Thus, the null hypothesis was rejected while the alternative that states there is a significant relationship between persistence and adolescent acquisition of social skills in secondary schools in the Littoral Region was accepted.  Based on the findings, it is generally recommended that secondary schools in the Littoral Region of Cameroon should intentionally promote and integrate persistence-building strategies into their educational and extracurricular programs. School administrators and teachers should create supportive learning environments that encourage students to view mistakes as opportunities for growth, remain determined in the face of challenges, and continuously strive for self-improvement.

Persistence, Acquisition of Social Skills, Adolescents and Secondary Schools

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