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The purpose of this study was to investigate the relationship between smart classrooms and learner's academic performance in public boarding schools in Gicumbi District, Rwanda. The first objective was to assess the relationship between the availability of instructional facilities and learner's academic performance in Rwandan public boarding schools. The second objective was to explore the relationship between IT-trained staff and learner's academic performance in Rwandan public boarding schools. The study targeted 12 public boarding schools from Gicumbi District, where 4 public boarding schools were selected. The study population comprised 1334 respondents, while the final sample size was 308, people who had been selected using Yamane sample size determination. Reliability was ensured through a pilot study and by using Cronbach's Alpha to measure co-efficient of internal consistency, which yielded good results for approving the study, of 85%. Data were analyzed using SPSS software version 21. Findings of the study revealed that there is a significant relationship between smart classrooms and learner's academic performance in Rwandan public boarding schools. All the involved variables had a significant relationship with dependent variables which were the availability of instructional facilities (r=.923 and p-value=0.000), IT-trained staff (r=.949 and p-value=0.000). Researchers recommended that teachers need regular Continuous Professional Development to help them update knowledge on the use of smart classrooms. Parents should be mobilised on how to create a technological atmosphere at home for their children because any academic achievement of students depends on how parents have helped them at home. It would be better if parents were able to afford electronic devices to expose their children to technology. Government should make frequent schools supervision on the use of smart classrooms and make sure that sector education officers and head teachers do not keep those machines in hte store instead of letting learners use them. The implication is that if smart classrooms are increased and monitored in Rwanda, academic achievement will improve in boarding schools. [ABSTRACT FROM AUTHOR]

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