The study investigated the relationship between school location and student academic performance in secondary schools in Makindye Division, Kampala, Uganda. The study employed a cross-sectional survey design using both quantitative and qualitative approaches. Data were collected from 290 respondents comprising 240 students, 40 teachers, and 10 school administrators drawn from ten purposively and randomly selected secondary schools. Structured questionnaires, semi-structured interview guides, and document analysis served as data collection instruments. Quantitative data were analyzed using Pearson's correlation coefficient and descriptive statistics, while qualitative data were subjected to thematic analysis. Findings revealed a statistically significant positive relationship between school location and student academic performance (r = 0.67, p < 0.05). Schools situated in quieter, resourcerich residential environments recorded substantially higher academic scores compared to those located in noisy, commercially congested zones. Environmental noise, student punctuality, access to learning resources, and general school atmosphere emerged as the dominant locational factors influencing academic outcomes. The study concluded that school location was a critical and often underappreciated determinant of secondary education quality in urban Uganda and recommended that education planners, the Kampala Capital City Authority, and the Ministry of Education incorporate location sensitivity into school establishment and management policies.