This study examined the effects of Information and Communication Technology (ICT) integration in the new lower- secondary curriculum on students' education in selected schools in Luwero District, Uganda. With Uganda's competency-based curriculum emphasising ICT as both a subject and a tool for learning, the study investigated how ICT infrastructure, teacher ICT competence, digital learning resources, and ICT accessibility relate to students' learning outcomes and engagement. A cross-sectional survey design with a mixed-methods approach was adopted, and data were collected from 190 respondents comprising teachers, students, and head teachers using questionnaires and interviews. Descriptive statistics, Pearson correlation, and multiple regression were used for analysis. The results revealed a strong positive and significant relationship between ICT integration and students' education (r = 0.65, p < 0.01), with ICT dimensions jointly explaining 50.2% of the variance in learning outcomes (R² = 0.502). Teacher ICT competence and digital learning resources were the strongest predictors. The study concludes that effective ICT integration significantly enhances students' education under the new curriculum and recommends teacher training, provision of digital resources, and improved infrastructure.