This study examined the role of non-governmental organisations (NGOs) in addressing the educational needs of refugees in Kyangwali Refugee Settlement, Hoima District, Uganda. Kyangwali, one of Uganda's oldest and largest refugee settlements hosting over 124,000 predominantly Congolese refugees, presented a critical case for examining NGO education programming given the scale and complexity of educational needs spanning early childhood development, primary schooling, secondary education, vocational training, and adult literacy. Drawing on a crosssectional survey of 182 respondents including refugee learners, teachers, NGO programme staff, and settlement education officials, the study assessed how NGO interventions in school infrastructure provision, teacher capacity development, and learner support services influenced educational access, quality, and retention outcomes in the settlement. Descriptive statistics revealed moderate levels of NGO intervention effectiveness across all dimensions (means 3.18–3.54). Pearson's correlation revealed significant positive relationships between all three NGO intervention dimensions and educational needs fulfilment (r = 0.561 to 0.674, p < .001). Multiple regression analysis demonstrated that the three dimensions collectively explained 57.3% of the variance in educational needs fulfilment (R² = 0.573, F = 24.87, p < .001), with school infrastructure provision as the strongest predictor (β = 0.374, p < .001). The study concluded that NGO contributions were indispensable but insufficient without stronger government coordination and sustainable financing, and recommended integrated Education in Emergencies programming, teacher professionalisation, and learner-centred support service expansion.