This study aimed at finding out how classroom management can improve students‟ academic performance. The study was conducted in Nyamagana district, Mwanza city and involved 5 secondary schools. A mixed research approach (qualitative and quantitative) and design was employed. The respondents were sampled randomly and purposively. The total number of respondents was 93 respondents. These included 63 teachers, 25 students and 5 heads of schools. The quantitative data were manually analyzed and presented in percentages and in tables while qualitative data were subjected to content analysis. The study findings show that students‟ academic performance is improved if the classroom is effectively managed during teaching and learning activities. On the other hand, the findings have revealed that teachers were aware of the need to acquire different classroom management strategies, skills, and teaching methods especially participatory and non-participatory methods so as to improve students‟ academic performance. The study recommends that the government through the Ministry of Education, Science and Technology should ensure that curriculum should incorporate classroom management modules in the syllabi.