Commute duration represented a critical yet underexplored factor affecting primary school learners' academic outcomes in rapidly urbanizing Ugandan communities. The increasing distances between residential areas and quality educational institutions necessitated systematic investigation of travel time effects on children's learning, physical well-being, and academic achievement. This study employed a correlational research design to examine the relationship between total commute duration and academic performance of primary school learners. A sample of 341 respondents was targeted (exceeding the minimum 278 required by Krejcie and Morgan's table) to enhance subgroup reliability across selected public and private primary schools in Nansana Division. Stratified random sampling ensured proportional representation across school types and grade levels (P1–P7). Data collection utilized structured questionnaires, commute logs, academic records review, and interview guides. Quantitative analysis employed descriptive statistics, Pearson correlation, and multiple regression techniques, while qualitative data underwent thematic content analysis. The study revealed a significant negative correlation (r=-0.654, p