: Uganda's secondary education system has operated on a three-term academic calendar inherited from the British colonial model for over six decades, yet limited empirical evidence exists regarding its effectiveness compared to alternative structures, particularly semester-based systems that are increasingly adopted regionally and internationally. The evolving educational landscape, characterized by curriculum reforms, increased enrollment under Universal Secondary Education, and regional harmonization pressures, necessitates evidence-based evaluation of whether the traditional calendar structure optimally serves contemporary educational needs.