This study examined the impact of school feeding programs on students’ academic performance in selected government secondary schools in Kawempe Division. The objectives were to assess the effects of meal frequency, meal quality, and program coverage on learning outcomes. A descriptive cross-sectional research design was adopted, employing both quantitative and qualitative approaches. Data were collected from 64 respondents, including students, teachers, and head teachers, achieving a response rate of 97%, using structured questionnaires and interviews. Quantitative data were analyzed using frequencies, percentages, means, and standard deviations, while qualitative data were analyzed through content analysis to identify key themes. The findings indicated that regular meal frequency improved students’ concentration, attention, and classroom engagement. High-quality, nutritionally balanced meals enhanced cognitive development, reduced fatigue, and promoted positive classroom behavior. Broad program coverage ensured equitable access to meals, reduced hunger-related absenteeism, and supported consistent learning. The study concluded that school feeding programs that combined adequate meal frequency, high-quality nutrition, and inclusive coverage significantly contributed to improved academic performance. Recommendations included prioritizing regular and nutritious meal provision, expanding program coverage, and integrating monitoring and complementary interventions to maximize educational outcomes. The study suggested further research on long-term effects, psychosocial impacts, and the cost-effectiveness of school feeding initiatives. Background to the Study Globally, the history of school feeding programs can be traced back to the early 20th century, primarily in Europe and North America, where industrialization and urban poverty created widespread child malnutrition that affected school attendance and learning outcomes(A. I. Kazaara, 2025). Early initiatives were often charitable, providing