This study aimed to assess the effects of socioeconomic factors on the teaching and learning process in selected primary schools in Lusaka District, Zambia. It focused on identifying key socioeconomic factors influencing academic performance, evaluating their impact on teaching strategies, and suggesting interventions to address these challenges. Using a mixedmethods approach, data were collected from 176 participants, including learners and teachers. The findings revealed that access to educational resources, parental income, and parental education significantly affected learners performance. Teachers adapted their strategies to mitigate these challenges, and interventions such as academic tutoring and provision of learning materials were recommended. The study recommends that the Ministry of Education increase funding for resources in underserved schools, while school administrators should implement resource-sharing programs and collaborate with NGOs for additional support. Teachers