This study examined the relationship between students’ academic discipline and academic performance in public secondary schools in Nakaseke District, Uganda. A descriptive and correlational research design was adopted, utilizing both quantitative and qualitative methods. Data were collected through structured questionnaires from a sample of 186 students and analyzed using SPSS and STATA. The study focused on key aspects of academic discipline, including time management, adherence to schedules, class attendance, and collaboration among peers. The results revealed that 60.2% of respondents agreed that academic discipline positively impacts students’ ability to meet deadlines, while 46.8% strongly agreed that students with clear career goals are more disciplined academically. The findings also showed that adherence to academic schedules improves performance for 39.8% of respondents, though 40.9% expressed skepticism. Moreover, nearly half (48.4%) strongly agreed that lack of discipline in class attendance affects academic achievements. Pearson correlation analysis indicated a moderate positive relationship between academic discipline and academic performance (r = 0.520, p < 0.01), confirming that disciplined students are more likely to perform well academically. The study concluded that academic discipline significantly influences students' academic outcomes, particularly in areas such as time management, attendance, and collaboration. However, variability in responses suggests that other underlying factors, such as personal challenges and institutional structures, may also play a role. Recommendations include integrating career guidance and counseling programs to instill discipline, enhancing adherence to academic schedules through structured timetables, and implementing attendance tracking systems. Further research is recommended to explore longitudinal trends in the relationship between academic discipline and performance, considering social and institutional factors.