The aim of this project is to research the entry aggregates on academic performance of selected primary schools in Mbarara city. The research would further explore whether entry aggregate can have a substantial effect on the academic performance of selected primary schools gain customer loyalty, and strengthen Customer relationships. This study sought to investigate the relationship between teachers' academic qualifications and pupils' examination performance in selected primary schools of Mbarara City, Uganda. Primary education is crucial for developing a solid foundation for subsequent levels of learning. However, inconsistencies in achievement levels point to underlying factors influencing learning outcomes. Teacher quality determined by entry aggregates is a key variable examined in this study. A descriptive survey design employing both qualitative and quantitative approaches was utilized. The target population included 10 primary schools identified from Education Department records as having highest and lowest pupil scores over 5 years. Stratified random sampling selected 200 teachers for a questionnaire while structured interviews gathered perspectives from 29 school administrators and inspectors. Document review provided data on teacher qualifications and 5-year PLE results. Data analysis revealed variations in academic credentials among teachers across schools. High performing institutions predominantly had trained educators holding a minimum Diploma in Primary Education with above average entry grades. In contrast, some low achieving schools had a number of untrained teachers or those with only ordinary levels and poor grades. Classroom observations showed differences in pedagogical approaches based on teacher qualification. Findings established a clear correlation between teacher academic qualifications and PLE outcomes. Schools with predominantly trained instructors registered consistently superior mean scores averaging 75% compared to 53% in institutions with less qualified teachers. Trained teachers integrated interactive techniques that facilitated deeper conceptual understanding assessed on exams. Pupils of more qualified teachers exhibited stronger mastery of higher order cognitive skills.