The purpose of this study was to determine the relationship of grandparenting with social competence and academic achievement of Chinese  primary school  pupils  in Kerian,  Perak.  This  study employed a quantitative correlational design via  google  forms  to  obtain  data from 130 participants from pupils and teachers. The pupils were required to complete two questionnaires- Grandparent-raising grandchildren Scale, Academic Achievement Questionnaire, while the teachers completed Social Competence Scale-Teacher version (SCT)- measure grandparenting, academic  achievement,  and  social competence scale respectively. Data received was then analyzed using SPSS 25.0 to find out if there is a correlation  between  the  three variables and the level of social competence.  Gender  and  age differences in social  competence  were  also  tested.  Descriptive statistics were being  used  to  determine  the  level  of  social competence. Spearman and Pearson’s correlational tests were run to determine the correlation between variables. An independent sample t-test was being applied to identify any differences that may exist between students of different genders  in social competence,  whereas the Kruskal-Wallis test was being used to identify age differences in social competence. The findings indicated that the level of social competence among Chinese primary school pupils was  high. Positive and significant correlations were found between grandparenting and social competence and  academic  achievement.  However,  there  were no significant gender and  age  differences  in  social  competence. Overall, current findings emphasized the need to consider the role of grandparenting in association with social competence and academic achievement, since it could create long-lasting impact in a child’s lives.