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The purpose of this research was to determine the role of family functioning (FF), academic performance (EP) and peer attachment (PA) in predicting of happiness adolescent girls. Therefore, 344 high school female students in Yazd were selected through multi-stage random sampling and were asked to complete the Oxford Happiness Questionnaire, Family Assessment Device (FAD), and Inventory of Parent and Peer Attachment. Students' grade point average was considered as the measure of academic performance.  The results of analysis of regression showed that all the subscales of family functioning and peers attachment and also academic performance have significant correlation with happiness yet only "the roles and relationships" of family performance and peers attachment could predict happiness. Attachment to peers was the strongest factor. However, academic performance did not have a significant role in prediction of student's happiness. In accordance with the findings of developmental psychology, peers and family are the two most important psychological constructs that have the most significant roles in predicting the happiness of adolescent girls. But academic performance did not have a significant role in predicting student's happiness, thereby it can challenge the social common belief in educational systems regarding the strong association between academic performance and well-being and happiness.