Abstract: This study examined stakeholders’ engagement and performance of the Teacher Training Project in Kamonyi District, Rwanda, through three objectives: interactive, functional and opportunistic engagement. A descriptive and correlational research design combined questionnaires and documentary review. The population of 551 comprised 84 head teachers, 12 sector education inspectors, 416 trained teachers, 22 project staff, two district education officials and 15 project partners. The sample of 232 comprised 36, five, 175, nine, one and six respondents from these groups, respectively; 214 completed questionnaires were analysed. A 23-person pilot in Gisagara District informed instrument refinement. Expert review yielded a content validity index of 1.00 for each construct; Cronbach’s alpha ranged from 0.81 to 0.89. IBM SPSS Statistics Version 29 supported descriptive, correlation and regression analyses. Interactive engagement was very high (M = 4.37, SD = 0.88) and a significant positive predictor of perceived performance (B = 0.319, p < 0.001). Functional engagement was very high (M = 4.24, SD = 0.88) and also significant (B = 0.391, p < 0.001). Opportunistic engagement scored 3.42 (SD = 1.33) but was not a significant independent predictor (B = 0.056, p = 0.082). The model explained 51.7% of performance variance. The study concluded that interactive and functional engagement were associated with stronger perceived performance, without establishing causation. Project managers and district officials should strengthen feedback, clarify duties and monitor missed activities.