This study was done to find out the factors affecting academic progress in government schools, with a focus on government-aided schools in the Kabarole District. The specific objectives of the study were to ascertain the effects of methods of instruction and learning, parental control in school activities, and policy decisions on academic achievement in public schools. This study used a crosssectional survey design with a sample size of 266 respondents and combined qualitative and quantitative research techniques. Snowballing and deliberate sampling techniques were employed to reach out to the respondents, while surveys, questionnaires, and group discussions were used to collect the primary data. The findings indicate that more work needs to be done in this area even though the administration has been helpful in giving academic resources and employees to schools. Additionally, it was demonstrated that in order for students to conduct up to the expectations, both the home and school environments must be improved. The researcher's findings show that all stakeholders must participate in and contribute to an open system in a school in order to achieve the intended goals.