This study analysed the relationship between sports participation and students’ academic performance in selected secondary schools in Mukono District, Uganda. It was founded on Dewey’s theory of Experiential Learning. The investigation 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 indicated a strong positive correlation (r = .691, p < .001) between sports participation and academic outcomes with the Regression analysis further indicating that sports participation accounted for 47.7% of the variance in students’ academic performance (R² = .477). Qualitative results highlighted that sports foster discipline, teamwork, and concentration, which are essential for academic success. The study concludes that structured sports programs significantly bolster academic achievement and recommends that school administrators to prioritize the provision of standard sports facilities and integrate physical activities more effectively into the curriculum.