Background: The integration of lab methods into science education has its roots in early scientists, especially during the 17th century. Taylor (1963) points out that around 1590, experimental science began to take shape as scientists conducted intentional experiments. Objective: The study aimed at exploring the effects of inadequate equipment in physics lab and the students’ performance. Materials and Methods: A combination of qualitative and quantitative data was gathered through the use of surveys, interviews, and observations. The study focused on three key groups: teachers, students, and staff members of G.S. Bukomero. Among them, 89 participants were selected for the sample population. Results: The research findings showed that 84.3% of the respondents faced challenges during the teaching and learning of physics due to inadequate lab equipment. These challenges included limited opportunities for social interaction, inadequate practical laboratory activities, reduced motivation among both learners and educators, and poor performance in the physics subject. The research results also indicated that 60.7% of the participants believed that the availability of laboratory facilities had a substantial effect on students' performance in science subjects. Recommendations: It is advised that school administrators collaborate closely with science teachers to alleviate the challenges stemming from limited resources. Moreover, the Ministry of Education should organize regular professional development programs for science educators, focusing on effective utilization of locally accessible materials to enhance laboratory experiences for students.