This study investigated the role of time mindset as a foundational competency among learners in Uganda's Competence-Based Curriculum (CBC). Anchored in the theoretical premise that metacognitive temporal awareness is integral to self-regulated learning, the study examined the prevalence of time mindset, its association with academic behaviours, and its predictive value for CBC-aligned academic performance. A cross-sectional quantitative design was employed, drawing a sample of 400 learners from Grades 5, 6, and 7 across government and private primary schools in Uganda. Data were collected using a structured, researcher-administered questionnaire and subjected to univariate, bivariate, and binary logistic regression analyses. Findings revealed that only 34.5% of learners exhibited a strong time mindset, while 41.0% demonstrated a moderate level and 24.5% a weak time mindset. Bivariate analyses established statistically significant associations between time mindset strength and assignment completion rates, punctuality, and CBC performance scores (χ²=64.27; p<0.001; Cramer's V=0.41). Logistic regression results identified a strong time mindset as the most potent individual predictor of academic performance success, with learners in this category being over six times more likely to perform well compared to those with a weak time mindset (OR=6.34; 95% CI: 3.21–12.52; p<0.001). Consistent punctuality (OR=3.08) and CBC awareness (OR=2.08) also emerged as significant predictors. The study concluded that time mindset constitutes a modifiable, high-leverage foundational skill with direct implications for learner outcomes within the CBC framework. It is recommended that the Ministry of Education integrate structured time-literacy activities into teacher training, school routines, and the broader CBC pedagogical framework to cultivate durable temporal competencies among Ugandan learners.