The study set to determine the extent to which distance affected the academic achievement of pupils in community Primary schools in Kyarusozi Sub County. The study was guided by four specific objectives, which were carried out through descriptive cross-sectional study design. Data were collected using semistructured interview guide, questionnaires and documentary review, by involving 12 teachers, two educational officers, and 200 (80 boys and 120 girls) pupils. These study respondents were sampled through simple random and purposive sampling technique in which SPSS and inductive analysis procedures were employed to analyze their responses. The study determined that longer distance travelled by pupils to school made them reach schools late and with empty stomachs. The 2024 national examination results from these five schools were obtained from the district education office. Classroom observations and interviews were also conducted with 20 teachers and administrators. The data revealed that no learners from the remote schools scored in the highest academic divisions, with failure rates found to be significantly higher compared to national averages. It was evident from the study that long walking distances over difficult terrain frequently left students exhausted, impacting their ability to focus in class. The findings demonstrated the imperative for education policymakers to consider how school placement can unintentionally disadvantage marginalized learner populations.