This study was undertaken to establish the relationship between teachers’ housing and teachers’ performance in government-aided primary schools in Kamwezi SubCounty, Rukiga District, South Western Uganda. Teachers’ housing was regarded as the independent variable, while teachers’ performance was the dependent variable. The study employed a descriptive cross-sectional survey research design - with both qualitative and quantitative approaches, and data was collected from 341 respondents. Quantitative data was analyzed using SPSS computer software (Version 25) to generate frequencies, percentages, mean, and standard deviation. Principal Component Analysis and Regression were employed to determine the pattern of interrelations and robustness among the constructs of teachers’ welfare variable and their level of effect on teachers’ performance. Qualitative data analysis was done through thematic content analysis. The findings revealed strong positive relationship between teachers’ housing and teachers’ performance in public primary schools in kamwezi SubCounty, Rukiga District. The findings also revealed that housing has a statistically significant effect on teachers’ performance in public primary schools in Kamwezi SubCounty, Rukiga District. It was concluded that teachers’ housing leads to high teachers’ performance in Kamwezi SubCounty, Rukiga District. It is therefore recommended that education policy makers, implementers and managers pay much attention to the provision of teachers’ welfare in public primary schools in Kamwezi SubCounty, Rukiga District. This is hoped to improve teachers’ housing policy and performance in public primary schools in Uganda.