This study examined the relationship between teacher qualifications, teacher experience, and professional development on students' academic performance in Kakuuto Sub-County, Kyotera District. The research aimed to investigate the impact of these teacher-related factors on academic success using logistic regression models. Data was collected from a sample of primary school teachers and students, and the analysis focused on understanding the significant predictors of academic performance. The regression results revealed several significant findings. Teachers with higher qualifications (OR=2.45, p<0.001) were 2.45 times more likely to have students perform well academically compared to their less-qualified counterparts. Furthermore, teacher professional development was strongly associated with academic success, with an odds ratio of 1.83 (p<0.01), indicating that teachers who engaged in continuous professional development programs were 1.83 times more likely to have high-performing students. While teacher experience had a positive correlation with student performance, its effect was statistically less significant (OR=1.12, p=0.08), suggesting that teacher experience alone may not be a strong predictor of student outcomes. Interestingly, class size did not appear to have a significant effect on academic performance (p=0.32), indicating that factors such as teacher qualifications and development programs outweigh the potential benefits of smaller class sizes in this context. Class size was not found to be a significant factor in academic performance. Based on these findings, the study concluded that enhancing teacher qualifications, investing in professional development programs, and fostering a culture of continuous learning among educators are crucial to improving academic outcomes in the region. The study recommended policies that prioritize the recruitment and retention of well-qualified teachers, as well as the provision of professional development opportunities. Additionally, mentorship programs for novice teachers, greater community involvement in education, and a focus on providing teachers with adequate resources were recommended to further enhance student academic performance.