Decision-making constitutes a pivotal life competency that significantly influences both the personal and professional trajectories of individuals. This investigation explores the decision-making competencies of higher secondary school students, emphasizing the effects of gender, field of study, educational institution type, and geographical region. A total of 200 students were surveyed across six educational institutions, which included 81 males and 119 females from both Arts and Science disciplines, enrolled in government, aided, and private schools situated in both rural and urban environments. Descriptive and inferential statistical methodologies, including t-tests and ANOVA, were utilized to assess variations in decision-making competencies in relation to demographic and institutional variables. The results reveal no statistically significant differences in decision-making competencies when analyzed by gender, field of study, or regional categorization. Nonetheless, subtle discrepancies were noted, with urban students exhibiting marginally higher mean scores relative to their rural counterparts and students from the Arts stream slightly surpassing those from the Science stream. The findings imply that although demographic and institutional factors do not exert a significant influence on decision-making competencies, targeted interventions aimed at enhancing these skills could prove beneficial for students across all classifications. This research underscores the necessity of incorporating decision-making training into educational curricula to adequately equip students for the complexities of real-world challenges.