This study examines the relationship between ICT engagement and academic achievement in science, math, and reading among three ASEAN member countries using PISA 2018 survey data. The multiple linear regression analysis results indicate ICT interest and ICT autonomy as the stronger predictor for academic achievement across all subjects. ICT competence showcased mixed results (negative and non-significant) across students’ academic achievement. On the contrary, ICT as a topic of social interaction demonstrated a negative effect on student’s achievement. The Economic, Social and Cultural (ESCS) status of family was also a stronger predictor of students’ academic achievements. These findings illustrate the important role ICT engagement has on students’ academic performance. The study suggests that a careful effort should be made to enhance students’ engagement with ICT both at home and school.