The study aimed to assess the influence of pedagogical practices on learners' performance in upper primary education in Wakiso District, Uganda. The study employed a cross-sectional survey design with both qualitative and quantitative approaches. The study population involved 750 upper primary school learners, 60 teachers, 5 head teachers, 1 district inspector of schools, and 1 District Education Officer. The study found that teaching methods, such as direct instruction, collaborative learning, problem-based learning, and project-based learning, had varying degrees of influence on learners' performance. Collaborative learning, problem-based learning, and project-based learning were positively correlated with learners' performance, while direct instruction had a weak positive correlation. Furthermore, the study established that teaching approaches, including learner-centered and teachercentered approaches, affected learners' performance. Learner-centered approaches were found to have a stronger positive influence on learners' performance compared to teacher-centered approaches. The study also examined the relationship between assessment methods and learners' performance. It was found that formative and summative assessments had a positive correlation with learners' performance, indicating the importance of a balanced assessment approach. The findings of this study provide insights into the influence of pedagogical practices on learners' performance in upper primary education in Wakiso District, Uganda. The results can inform policymakers, educators, and educational stakeholders in developing strategies to enhance the quality of pedagogical practices and, consequently, improve learners' academic performance.