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The study explored the role of discipline on the learning process in secondary schools in Nandi County, Kenya. Respondents included form three students, teachers, principals, and parents, who participated to determine whether discipline affects the learning process. Questionnaires were prepared for students, while interview schedules were used to gather responses from parents, teachers, and principals. Purposive sampling was used to identify student respondents, with a total sample of 1,000 participants. Data analysis employed descriptive statistics, including frequencies, percentages, mean, and standard deviation. Differences within and among groups were assessed using analysis of variance (ANOVA), and Pearson Correlation was applied to determine relationships. Reliability statistics indicated that the instruments were reliable, with a coefficient of 0.743. The study found that the mean of discipline was 2.03, while that of the learning process was 2.22. The interpretation is that lack of or low discipline negatively affects the learning process, which in turn impacts overall academic outcomes. The study concludes that discipline should be upheld in all schools to ensure an effective learning process.