This study investigated the impact of speech and language disorders on pupils' learning and socialization in schools of Kalomo District, Zambia. The Descriptive research design was employed for the study. The sample consisted of 48 pupils with speech and language disorders purposively selected from 6 schools. The instruments used for data collection were a questionnaire and a test for speech and language disorders. The instruments were both faced and content validated by experts. The questionnaires and test items were taken to experts at the University of Zambia and the Zambia Institute for Special Education (department of speech and language disorders) for validation. The questionnaire and the test were administered to the sampled students. The data collected were coded and analysed using the Statistical Packages for Social Sciences. Descriptive statistics and the regression analysis were employed. The result of the study revealed that the performance of pupils with speech and language disorder in English Language was low, but were average in their socialization. It was also discovered that 77.2% variance in academic performance was accounted for by the level of speech and language disorders. The positive beta value of 11.885 showed that, the less the severity of speech and language disorder, the better was the academic performance of pupils. The study also revealed that type of disorder and socialization accounted for 79% variance in academic performance. Type of disorder accounted 77.2% while socialization accounted 1.8%. The positive beta value of 11.648 for the type of disorder, and 6.099 for socialization indicated that, the less the severity of the disorder and the more pupils with speech and language disorders socialize the better is their academic performance. Type of disorder had greater influence on their academic performance.