Provision of education is key to achieving Zambia’s Vision 2030, but poverty limits equal access for many children. This study examined the influence of school feeding programmes on pupils’ performance in primary schools in Serenje District, Zambia. Guided by Maslow’s Basic Needs Theory, it focused on enrolment, attendance, and performance before and after the programme.A mixed-methods approach was used, combining questionnaires, focus group discussions, and semi-structured interviews. The sample included 55 respondents: head teachers, teachers, pupils, parents, and an education official. Data were analysed using tables, graphs, and thematic analysis.Findings revealed increased enrolment and attendance after the introduction of school feeding programmes. Contributing factors included free education, parental support, and improved school facilities. However, some schools reported declines due to poverty, long distances, illness, household chores, and negative attitudes toward education.