This study investigated the impact of student housing conditions on academic performance at Mbarara University of Science and Technology (MUST). Using a cross-sectional research design with a mixed-methods approach, data was collected from 300 undergraduate students through questionnaires and key informant interviews. The study examined how various housing factors—including location, basic amenities, privacy, security, affordability, distance from campus, and noise levels—influenced students' academic outcomes. Analysis revealed significant differences in academic performance between on-campus and off-campus residents, with on-campus students demonstrating higher GPAs (3.85 vs. 3.47), more weekly study hours (24.32 vs. 19.96), and better class attendance (88.65% vs. 80.02%). Multiple regression analysis identified distance from campus, basic amenities, security, privacy, and noise levels as significant predictors of academic performance, collectively explaining 48.9% of the variance in students' GPA. Affordability, however, was not a significant predictor when controlling for other factors. The correlation analysis further demonstrated strong relationships between housing conditions and academic metrics, with distance from campus showing the strongest associations (r=0.45 to 0.51) with all performance indicators. The qualitative findings from key informant interviews corroborated the quantitative results, highlighting challenges such as unreliable utilities, security concerns, and excessive noise in off-campus residences as significant barriers to academic success. Students residing in substandard accommodations reported difficulties in maintaining consistent study routines, completing assignments on time, and attending early morning classes. The study also revealed that female students faced additional housing-related challenges, including security concerns that often limited their participation in evening study groups and late-night library sessions. The findings highlighted the multifaceted relationship between housing conditions and academic achievement, demonstrating that adequate