School location is generally recognized as a vital factor that impacts on various aspects of a student’s development. The purpose of this study is to test an a priori model of students’ academic achievement using school location as a moderator. This is an empirical research using structural equation modeling with a sample of 493 students from eight secondary schools in Malaysia. School location is determined by the local authority and Minster of Education. Results demonstrated that model of urban school and model of rural school fit the data of this study well. School location has been identified as the moderator of this study. The results revealed that school location has moderated the impact of academic self-concept on academic achievement. The effect of academic self-concept on academic achievement is greater for urban schools than for rural schools.