This study was conducted to investigate the influence of parental socio-economic status on learners’ academic progress at Muko Primary School in Nyabwishenya Sub-County, Kisoro District. A cross-sectional survey design was adopted, employing both quantitative and qualitative data collection methods. A sample of 148 respondents, including learners, teachers, parents, and the District Education Officer, was selected from a target population of 240 using simple random and purposive sampling techniques. Data was collected through questionnaires and interview guides, and analyzed using both descriptive statistics and thematic analysis. The results revealed a concerning academic performance profile, with only 41% of learners performing at "Good" or "Excellent" levels, while the majority (59%) were at "Average" or "Poor" levels. Despite this, learner attendance was high at 74%, indicating that barriers to learning persisted despite physical presence in school. The findings identified parental income as the most significant factor, with 65% of respondents citing it as a primary influence on progress. A lack of school fees was the most prevalent challenge, affecting 34% of learners, followed by a poor learning environment (27%) and limited parental supervision (24%). Parental education was also a key factor (60% influence), whereas parental occupation presented a dualistic impact, providing essential income but often limiting supervision time. It was concluded that the socio-economic status of parents is the predominant determinant of learners’ progress, creating a profound opportunity gap that the formal education system alone could not overcome. The high attendance rate coupled with low academic achievement indicated that the challenges were rooted in socio-economic deprivation rather than a lack of student commitment. A syndicate of interconnected challenges financial deprivation, inadequate home support, and poor learning environments collectively undermined educational outcomes and perpetuated a cycle of disadvantage. It is recommended that a multi-stakeholder approach be implemented, including the establishment of a School-Based Support System to provide scholastic materials and a feeding program for the most vulnerable learners. Furthermore, parental empowerment through income-generating initiatives and adult literacy programs should be prioritized. The school administration should also adopt differentiated instruction techniques and advocate to the district local government for increased capitation grants and improved school infrastructure to create a more equitable and effective learning environment.