This study explores the effects of e-learning on academic performance in secondary schools, with a specific focus on Magale Secondary School in Namisindwa District, Uganda. E-learning, utilizing electronic technologies for educational curriculum access, has become a global phenomenon, offering flexibility and accessibility. In Uganda, like many developing countries, the integration of technology into education is gaining prominence. This research investigated the potential positive contributions of e-learning on student interest and academic performance in the Ugandan context. The study employs a quantitative research design, utilizing questionnaires to collect data from 100 respondents, including learners, teachers, and administrators. Findings revealed a positive perception of e-learning benefits, such as increased academic performance, flexibility, interactive learning, cost-effectiveness, and access to resources. Challenges identified include limited internet access, reduced teacher-student interaction, and concerns about e-learning promoting laziness. Statistical analyses in Table 3 and Table 4 further confirm a strong positive correlation between e-learning and academic performance. The regression model indicates a positive association, with approximately 23.6% of the variance in academic performance explained by e-learning. In conclusion, while challenges exist, the overall sentiment towards e-learning is positive. Recommendations include improving internet infrastructure and implementing motivational programs to enhance the e-learning experience. These findings contribute to the ongoing discourse on the role of e-learning in improving educational outcomes, particularly in the context of developing countries.