The study examined students' attitudes and performance in Kiswahili at Bukokho Seed Secondary School in Namisindwa District, Uganda. The study was guided by three specific objectives: to assess the nature of students' attitudes toward Kiswahili language learning, to examine the relationship between student attitudes and academic performance in Kiswahili, and to identify the factors that influenced students' attitudes toward the Kiswahili subject. A descriptive survey research design was employed, and data were collected from 120 respondents comprising students, Kiswahili teachers, and school administrators. Questionnaires, interview guides, and document analysis were used as data collection instruments. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were analyzed thematically. The findings revealed that the majority of students held negative attitudes toward Kiswahili, which was associated with poor academic performance in the subject. Factors such as lack of qualified Kiswahili teachers, inadequate instructional materials, limited exposure to the Kiswahili language environment, and perceived irrelevance of Kiswahili in daily community life significantly influenced students' negative attitudes. The study concluded that attitudinal factors played a critical role in shaping Kiswahili performance outcomes at Bukokho Seed Secondary School. It was recommended that the Ministry of Education and Sports strengthen the deployment of qualified Kiswahili teachers in rural schools, promote extracurricular activities that create a Kiswahili language environment, and sensitize communities about the importance of Kiswahili in national and regional development.