Uganda needs a population that can numerate in order to build a strong economy and compete globally. And as a country, Uganda is currently failing to achieve this goal. This study therefore was aimed at conducting a comprehensive analysis of the relationship based on the average score of primary six students achievement in numeracy and other factors related to schools and teachers. In specific terms the study was aimed at predicting the performance of Primary six students in NAPE examinations, if some of the factors are adjusted accordingly. Quantitative research method was used with a sample of fifty districts which were randomly selected. Data was collected through document analysis. In order to check whether there is a relationship between regions performance in NAPE, this study used one-way ANOVA since the independent variable had more than two categories and the dependent variable was on scale measurement and continuous. Results show that students’ scores in NAPE are positively correlated with the number of schools in each district though it was not statistically significant. The district average scores were negatively correlated with the student teacher ratio in each district. The independent variables; number of schools in a district and the student-teacher is each district explain about 23% of variation in the average scores of primary six pupils in each district. Any unit increase in the number of schools increases the average score by 0.39% and nay unit decrease in student-teacher ratio increases the district average score by 0.72.