The purpose of this explanatory sequential mixed approach was to describe the strong association between learners' nutrition status through the School-Based Feeding Program and academic progress. Using researcher-made test questionnaires and a quantitative approach, their mean test score indicated a substantial association between the academic achievement of 41 SBFP beneficiaries and their nutritional status. In addition, the results of an in-depth interview and a universal sampling were used to choose eight participants for a qualitative inquiry that uncovered their experiences, difficulties, and insights regarding supervising the learners. This study shows that SBFP helped malnourished schoolchildren become more nutrient-dense and advance in their academic performance. The participants did, however, face challenges related to their students' inconsistent attendance, subpar performance, absences from class, reluctance to interact socially with their peers, lack of engagement, inattentiveness and alertness, poor retention, short attention span, low academic performance, and inadequate knowledge of proper nutrition. Overall, the nutritional status and academic achievement of SBFP beneficiaries are significantly related to each other.