This study investigated the role of time mindset as a foundational competency among learners in Uganda's Competence-Based Curriculum (CBC). Anchored in the theoretical premise that metacognitive temporal awareness is integral to self-regulated learning, the study examined the prevalence of time mindset, its association with academic behaviours, and its predictive value for CBC-aligned academic performance. A cross-sectional quantitative design was employed, drawing a sample of 400 learners from Grades 5, 6, and 7 across government and private primary schools in Uganda. Data were collected using a structured, researcher-administered questionnaire and subjected to univariate, bivariate, and binary logistic regression analyses. Findings revealed that only 34.5% of learners exhibited a strong time mindset, while 41.0% demonstrated a moderate level and 24.5% a weak time mindset. Bivariate analyses established statistically significant associations between time mindset strength and assignment completion rates, punctuality, and CBC performance scores (χ²=64.27; p