The implementation of Competence-Based Education (CBE) in Kenya requires substantial investments in educational infrastructure, including classrooms, science laboratories, workshops, libraries, and ICT facilities. However, the performance of CBE infrastructure projects has been hindered by persistent delays, cost overruns, and compromised quality standards. This study examines the influence of stakeholder characteristics on the performance of CBE infrastructure projects, with government support analyzed as a moderating variable and stakeholder engagement as a mediating variable. Grounded in Stakeholder Theory, Institutional Theory, Resource Dependency Theory, and Social Capital Theory, the study employed a document analysis approach to explore stakeholder dynamics, institutional support mechanisms, and engagement processes shaping project performance. The findings reveal that stakeholder resource capacity, competence, and power relations exert significant direct influence on project performance outcomes. Government support operationalized through funding, policy frameworks, and political commitment moderates the relationship between stakeholder characteristics and project performance, while stakeholder engagement in communication, risk management, and change management mediates the translation of stakeholder attributes into coordinated project outcomes. The combined interaction of stakeholder characteristics, government support, and stakeholder engagement emerged as a decisive determinant of project performance in terms of time, budget, and quality. This study contributes to

project management theory and practice by highlighting the importance of integrated stakeholder and institutional governance frameworks in the effective delivery of educational infrastructure projects.