The main purpose of the examination is to inspect the collaboration amidst school discipline management strategies and students’ retention under opted government supported secondary educational institutions across Uganda’s Kampala City. The following specific goals guided this examination; i) To examine the relationship between preventive discipline management strategy and students’ retention, ii) To examine the relationship between corrective discipline management strategy and students’ retention, and iii) To examine the relationship between rehabilitative discipline management strategy and students’ retention in selected government-aided secondary schools in Kampala City, Uganda. A correlational research design was adopted focused on a quantitative approach. Correlation and descriptive analysis methods were utilized through the examiner to analyze the quantifiable statistics collected. This study found an existence of sturdy positive and statistical considerable collaboration amidst preventive discipline management strategy and scholars’ retention under selected government-aided secondary educational institutions across Uganda’s Kampala City. This examination also found an existence of sturdy positive and statistical considerable collaboration amidst corrective discipline management strategy and scholars’ retention under selected government-aided secondary educational institutions across Uganda’s Kampala City. This examination further found an existence of sturdy positive and statistical considerable collaboration amidst rehabilitative discipline management strategy and scholars’ retention under selected government-aided secondary educational institutions across Uganda’s Kampala City. The examination concludes that school discipline management strategies such as preventive discipline management strategy, corrective discipline management strategy, and rehabilitative discipline management strategy are strongly and significantly correlated with scholars’ retention whereby  an advancement under the diverse schools’ discipline management strategies resultantly leads towards an advancement within scholars’ retention under selected government-aided secondary educational institutions across Uganda’s Kampala City. The examination commends that schools must shift from punitive to positive discipline as this increases student engagement when discipline feels fair and supportive rather than exclusionary which reduces dropout rates, resultantly improving students’ retention in selected government supported secondary educational institutions u dern Kampala City, Uganda.