This study investigated the relationship between teachers' educational qualifications and students' academic performance in selected schools in Semuto Town Council, Nakaseke District, Uganda. The research employed a quantitative approach, utilizing survey questionnaires to collect data from 124 teachers. Descriptive and inferential statistics, including Pearson correlation and multiple regression analysis, were used to analyze the data. The findings revealed a moderate positive correlation (r = 0.668, p = 0.002) between teachers' educational qualifications and students' academic performance, suggesting that as teachers' educational qualifications increased, students' academic performance also improved. The regression analysis indicated that approximately 72.8% of the variance in students' academic performance was explained by teachers' educational qualifications (R² = 0.728), with each unit increase in teachers' educational qualifications corresponding to a 0.141 unit increase in students' academic performance. These results were statistically significant, supporting the hypothesis that higher teacher qualifications positively affect student outcomes. The study further highlighted that while most teachers agreed that advanced qualifications were important for career development and job performance, there was variability in responses, particularly concerning opportunities for pursuing higher education. Based on these findings, the study recommends investing in professional development programs for teachers, addressing barriers to advanced qualifications, and fostering mentorship initiatives. The study also calls for further research to explore the causal mechanisms behind the relationship between teacher qualifications and student performance.