The study examined the influence of Support Staff Promotional Opportunities on Learners’ Academic Performance in Public Secondary Schools in Kenya. The study utilized the convergent parallel mixed methods design. The study population consisted 68 principals, 68 Board of management chairpersons, 68 Director of Studies and 272 support staff who heads security, laboratory, kitchen and academic/secretariat departments. Questionnaires and interview schedules were used for data collection. Quantitative data from closed ended sections of the questionnaire were analyzed by use of descriptive statistics and also inferential statistics such as Pearson Correlation. Qualitative data was analyzed on content on the on-going process as themes as sub-themes emerged. The findings indicated that there was statistically significant positive correlation (r=.280, n=88, p=.008) between support staff promotional opportunities and learners’ academic performance. The themes which emerged from qualitative results were use of job experience in promotion, use of certificates acquired by a support staff, the length of stay in school and fairness in promotion.