This study investigated the impact of technology on school dropout rates in Rukungiri District, using St. Jude Secondary School as a case study. A descriptive research design was employed, integrating both quantitative and qualitative approaches. Data was collected from a sample of 66 respondents, including school heads, students, and local community members, selected through stratified, simple random, and purposive sampling techniques using questionnaires and interviews. The results revealed a complex and dual-faceted role of technology in education. A significant majority of respondents (82% combined) agreed or strongly agreed that technology is a factor leading to school dropouts, highlighting its potential as a source of distraction. Concurrently, the data indicated a strong consensus (94% combined) that technology has, perhaps counter-intuitively, reduced dropout rates, suggesting its value in enhancing student engagement and providing access to educational resources when properly harnessed. Furthermore, a vast majority of respondents (90% combined) agreed that technology's capacity is improved through globalized research, and an overwhelming number of teachers (90% combined) felt positioned to improve technology, indicating a positive attitude and a sense of ownership among educators. However, the findings also showed ambiguity, with 57% of respondents disagreeing that technology affects learning both positively and negatively, pointing to a lack of consensus on its net educational effect and potential inefficiencies in its management and integration. The effectiveness of technology was found to be heavily dependent on its management, the presence of structured guidance, and the ability of the school system to mitigate its risks while leveraging its benefits. The positive disposition of teachers towards technological improvement was identified as a key asset. The study recommended the development and implementation of a comprehensive school-based digital policy to regulate device use, the introduction of targeted digital literacy programs for both students and parents, and investment in continuous professional development for teachers to effectively integrate technology into pedagogy. Further recommendations included the fostering of public-private partnerships to improve technological infrastructure and a shift in supervisory focus towards instructional leadership that supports responsible technology integration.