This study examined how school culture influences academic performance in Business Studies
among girls in public secondary schools in Makadara Sub-County, Nairobi County, Kenya. The
research aimed to evaluate the effect of school values and norms, academic support programs, peer
relationships, and motivation on students’ performance, filling a gap in understanding how cultural
factors shape Business Studies results in urban areas. A descriptive survey design was used,
involving 90 students and 10 Business Studies teachers from three schools. Data collection
involved structured questionnaires with a 5-point Likert scale and open-ended questions, analyzed
with descriptive statistics and thematic analysis using SPSS and NVivo. Results showed that
school values like discipline, academic excellence, respect, and punctuality significantly improve
student focus and engagement in Business Studies. Academic support programs, such as tutoring
and study groups, positively impact performance, though resource shortages, especially textbooks
and calculators, present challenges. Peer relationships and motivation, through encouragement and
collaboration, foster understanding and motivation despite occasional distractions. The study
concluded that a supportive school culture, supported by adequate resources and effective peer
interactions, enhances Business Studies performance. Recommendations include strengthening
school values, improving resource availability, promoting collaborative learning, and policy
support from the Ministry of Education. Future research could explore comparative studies
between urban and rural settings and examine the role of teacher-student relationships in peer
motivation. This research contributes to educational strategies aimed at improving Business
Studies results in similar contexts.