This study examines Teachers’ Attitudes and Students’ Achievement in selected private secondary schools in Rubavu District, Rwanda. The main objective was to find out if there is any relationship between teachers’ attitude and students’ achievement in selected private secondary schools. The study used the descriptive survey method design, and data were analyzed using the mean and Pearson’s correlation coefficient. The total sampling technique was used whereby the entire population of 142 teachers were examined using self-administered questionnaires. The findings indicated that the majority of respondents were male (86%) compared to female (14%). (59.1%) were Bachelor’s degree holders, Diploma holders were (22.5%) and Certificate holders (18.3%). Experienced teachers ranged between 6–10 years of teaching experience. The level of students’ achievement was low but fair in 2010, with the range mean of (2.5), while in 2011 it still decreased with the range mean of (2.3). Therefore, the negative teachers’ attitudes affected students’ achievement since the overall teachers’ attitude was rated fair, considering (mean = 2.2), which is equivalent to “Disagree” on the Likert scale. The findings also revealed a significant correlation between teachers’ attitude and students’ achievement, even though the strength of the relationship is negligible, with a sig. value of 0.000 and r-value of 0.01. It was recommended that the Ministry of Education should support private schools financially. School managers should also respond to motivation problems by increasing benefits and improving working conditions (Donnelly et al., 1995).