This study explored the relationship between top peer pressure and academic achievement of 312 undergraduate students of English language and literature, English translation and teaching English as a foreign language. To this end, several students were interviewed and their views with regard to their academically top classmates were elicited to develop the Top Peer Pressure Scale (TPPS). The participants\' ratings of the twenty seven indicators constituting the TPPS were then obtained on a five-point Lickert scale. When the data were subjected to Principal Axis Factoring and the extracted factors were rotated via Varimax with Kaiser Normalization five latent variables (LVs) appeared, i.e., Debilitating, Motivating, Marginalizing, Referencing and Inspiring. When the TPPS and its LVs were correlated with the participants\' GPAs, the results showed that not only the TPPS itself but also its Debilitating, Marginalizing and Inspiring LVs correlate significantly with their academic achievement. The results are discussed and suggestions are made for future research.

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