This study examined the relationship between garden exploration and students' academic performance in selected secondary schools in Mukono District, Uganda. Grounded in and Guided by John Dewey's Experiential Learning Theory, the research adopted a mixed-methods approach that combined correlational design with qualitative inquiry. Data were gathered from 264 respondents who were students and school stakeholders using structured questionnaires and semi-structured interviews. Quantitative findings portrayed a strong positive correlation between garden exploration and academic performance (r = .742, p < .005), with gardening activities explaining 55% of the variance in performance (R² = .550). Qualitative analysis identified that garden exploration enhances problem-solving skills and the practical application of theoretical knowledge. The study concluded that structured garden exploration is a crucial experiential learning tool that significantly enhances academic outcomes and contributes to academic success. Limitations included reliance on self-reported data and focus on one district, which affected generalization.