The purpose of this research work is to examine the impact of instructional materials on academic performance of students in English subject in secondary schools. A case study of Kyabenda secondary school in Kahunge Sub-County, Kamwenge District. This research was based on three objectives including: to explore the views of teachers and students on the extent to which instructional facilities affect student performance, to examine the challenges that teachers in Kyabenda secondary school face in accessing instructional materials and to assess the strategies that teachers use to minimize the challenges of attaining and using quality instructional materials. The research employed a survey research design to investigate the impact of instructional materials on the academic performance of students at Kyabenda SS, situated in Kahunge sub-county, Kamwenge district. This design aimed to generalize findings about the target population, aligning with the descriptive survey design's capability to accurately assess the characteristics of entire populations. Through a targeted sample of 131 respondents—comprising teachers, students, and school administrators— selected via simple random sampling and criterion-based sampling, the study sought to collect both quantitative and qualitative data. Primary data was gathered through questionnaires, interviews, and personal observations, while secondary data from school records and previous research complemented the primary information. A well-structured questionnaire with close-ended questions was utilized to predominantly collect quantitative data, while interviews, specifically with the head teacher, gathered qualitative insights due to their constrained availability. Quality control measures encompassed validity checks through content validation and reliability assessments using the testretest method. Data analysis involved univariate analysis using the Statistical Package for Social Science (SPSS), emphasizing percentages, frequencies, and descriptive statistics. Ethical considerations prioritized voluntary participation, confidentiality, and accuracy, while limitations encompassed factors beyond the researcher's control, such as respondent honesty and uncontrolled research environments. Efforts were made to minimize biases and enhance the reliability of the research tools to ensure comprehensive and credible outcomes. Through persistent visits, a complete response rate of 100% was achieved from the participants, predominantly males (57%) and mainly students below 24 years old. Teachers, with varying academic qualifications, indicated the significance of instructional materials despite hurdles like limited funding and outdated resources. Strategies such as book borrowing and personal purchases were employed to tackle these challenges. The findings underscored the importance of these materials while highlighting obstacles to their effective provision and use. The study recommended increased government funding for educational resources and emphasized the necessity for further research on optimizing instructional materials in the teaching and learning process.