A significant desire to promote Life-Long Learning (LLL) competencies from an early stage in the educational system, with its important components being motivation, self-regulated learning, & co-curricular activities in cultivating healthy learning. However, generally speaking, it is not currently thought that schools are successful in analytically instilling inspiration, self-directed learning, and learning skills for extracurricular activities. The following questions were the focus of this essay: How well-rounded are Erode students' LifeLong Learning competencies for the future? Is there a relationship between students' LLL and their extracurricular activities? Can students' perceived classroom structure & the school predict their LLL? This study examines the Life-Long Learning abilities of secondary school students and how they relate to academic success and classroom organisation. For this work, both primary and secondary data were gathered. 82 kids from private and public schools make up the sample. Secondary school students were surveyed systematically to get primary data. Secondary information was gathered from reports and school websites. For statistical analysis, SPSS was used, and techniques like percentage analysis, correlation, and the "z" test were applied. Results were analysed in light of the research hypothesis, the demographic profile, & different aspects of secondary school students' LLL competencies & the relationship to academic achievement and classroom structure