Abstract: This study explores the implementation, benefits, challenges, and sustainability of the School Feeding Programme (SFP) in Rwanda through the perspectives of key stakeholders school leaders, parents, and learners. Using a qualitative approach, data were collected from three schools across diverse settings, including urban, rural, and refugee camp contexts. The study employed in-depth interviews with school leaders and parents, and focus group discussions with learners in upper primary levels (P4–P6). Findings reveal five major themes: perceived benefits of the SFP, implementation practices and stakeholder roles, challenges in programme delivery, community participation and ownership, and sustainability with recommendations for improvement. Participants recognized the SFP’s positive impact on attendance, concentration, and performance though challenges like unstable funding, weak infrastructure, low community involvement and regional disparities limit its effectiveness. Implementation models varied depending on context, with refugee schools relying heavily on external partners, while public schools engaged parents and local communities. Community participation was identified as both a strength and a challenge, with effective parental involvement enhancing programme ownership, while weak engagement led to inequities in contributions. The study also highlighted the need for continuous capacity building for stakeholders, stronger monitoring and evaluation mechanisms, and increased government support to ensure sustainability. This research contributes to a better understanding of the contextual dynamics of the School Feeding Programme in Rwanda and provides evidence-based recommendations for policy and practice.