The primary objective of this research was to examine the theorems students employ when solving circle geometry problems and how this impacts their academic performance in the subject. The study was designed around the null hypothesis that students' use of applicable theorems for tackling circle geometry questions do not significantly affects their academic achievement in this area. It was a quantitative study involving a total population of 460 students, with a sample size of 210 selected through probability systematic sampling. Data collection utilized a questionnaire and an achievement test instrument, while analysis methods included descriptive statistics and simple linear regression analysis. The study found that the use of relevant theorems in solving circle geometry problems has a statistically significant impact on students' academic performance in this field \({r}^{2}\)=.012, t(210) = 8.585, p(< .001). Given this significant finding, it is recommended that educators and curriculum developers highlight the importance of theorem application in teaching circle geometry to enhance students' understanding and performance in the subject.