The study investigated the relationship between teachers’ mentorship and students’ academic adjustment among high ability secondary school students in Owerri Municipal. Three research questions were raised and answered in the study. This study adopted a descriptive survey design of
correlational type. This study was carried out in seven (7) public secondary schools in Owerri Municipal, Imo State. The population of the study consisted of all the 733 Senior Secondary School 2 high ability students in Owerri Municipal, Imo State, Nigeria, while the sample comprised 73 Senior Secondary School 2 high ability students representing 10% of the total population were selected through the multistage sampling technique. Teachers’ Mentorship Questionnaire ( =0.98) and Academic Adjustment Questionnaire ( =0.78). Data were analysed using means and standard deviation, Pearson Product Moment Correlation 0.05 level of significance. The findings showed a significant relationship between teachers’ mentorship and academic adjustment. There was insignificant relationship between gender and academic adjustment. Also, there was insignificant relationship between school location and academic adjustment of high ability secondary school students in Owerri Municipal. Therefore, it was recommended among others that government and stakeholders of secondary school education should organize regular in-service training for teachers and school administrators on school mentorship programme for positive academic adjustment among high ability students in secondary schools in Owerri municipal, Imo State, Nigeria.