Periodic increases in school fees levied by the Ugandan government have aimed to generate additional revenue streams to address budgetary shortfalls confronting the nation's extensive primary and secondary education sector. However, the impacts of such fee increments have differed noticeably between rural and urban government school contexts due to prominent variations in average socioeconomic conditions across Uganda's diverse regions. This research study utilized a mixed methods approach involving surveys, interviews, and data analysis software to comprehensively explore the divergent outcomes of fee rises on teacher salaries, student enrollment, and infrastructure development in rural locales versus urban centers. Key findings revealed fee adjustments have disproportionately burdened impoverished, agriculture-dependent rural communities, resulting in higher rates of declining student attendance and teaching staff vacancies coupled with infrastructure deterioration at underfunded village schools located distant from economic opportunities and amenities. Conversely, fee increases presented fewer hardships for families living near larger towns and cities with higher average incomes, leading to relatively stable situations for teacher salaries and enrollment in better-resourced urban institutions. The R value of 0.880 indicated a very strong positive correlation between the variables. The R Square value of 0.821 revealed that annual student enrollment explained about 82% of the variance in teacher salaries. The Adjusted R Square of 0.815, which accounted for the number of predictors in the model, further corroborated the high proportion of salary variance that can be attributed to enrollment levels. The study concluded flexible, locally-tailored policy measures are urgently needed to balance fiscal viability with equitable accessibility across contrasting contexts. Recommendations focused on introducing income-tiered fee structures, upgrading rural teacher incentives, and facilitating infrastructure improvements through collaborative partnerships as priorities for maximizing inclusion within Uganda's immense education system.