Academic achievement is influenced by multiple psychological factors, among which self-understanding plays a crucial role in shaping learning behavior and performance. This study examines the effectiveness of self-understanding dimensions on the academic achievement of Bachelor of Education (B.Ed.) trainees in Janjgir District, Chhattisgarh. A sample of 800 trainees (400 males and 400 females) was selected through stratified random sampling. The Self-Understanding Inventory and Academic Achievement Scores (university examination results) were used as research tools. A two-way ANOVA was employed to assess the main and interaction effects of Self-Understanding level and Gender on academic achievement. Findings revealed significant effects of Self-Understanding (F = 25.73, p < 0.01) and Gender (F = 6.89, p < 0.05), whereas the interaction effect was nonsignificant. Female trainees with high self-understanding scored better academically than their male counterparts. The study emphasizes enhancing reflective skills, emotional competence, and self-regulation within teacher-training programs to improve academic growth.