Academic achievement is a function of many factors among which the school entry age has been controversial. Although the impact of the age factor is rather obvious, its effect is mediated by factors such a spiritual intelligence, social skills, and creativity. In order to devise a structural model by which the academic achievement can be predicted, a sample of 250 female 10th graders was selected through cluster sampling, Utilizing three adequately valid and reliable instruments, spiritual intelligence, social skills, and creativity of the respondents were measured. Data analyses supported the model by explaining 26% of the variance in academic achievement by the above four factors. The effect of age factor is shown to be direct and significant while its mediated effect is considerable. Results clearly show that school entry age can impact the other four factors either directly or indirectly.