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This paper discusses how the school environment affects teachers’ performance in public primary schools in Bugisu sub region in Uganda. The paper is based on research that was conducted in 2015 involving teachers, head teachers, District Education Officers, District Inspectors of schools, and members of the school management committees. Of the 630 subjects who were sampled, 559 returned the survey instrument suggesting a response rate of 88.73%. The school environment was found to have a statistically significant effect (0.000 at p < .05 level) on teachers’ performance. We conclude that an improvement in the school environment leads to a significant increase in teachers’ performance and teachers in Bugisu sub region are at times victims of their work environment. The findings are compared with both local and international empirical studies to suggest policy and managerial recommendations.