The student's academic performance has been approved to play a pivotal role in primary education. However, the factors contributing to poor academic performance among primary school students have received little attention in Bhutanese contexts. To address this gap, this qualitative study examined the perspectives of 25 class 6 primary school students of 2023 regarding the factors influencing poor academic performance using open-ended surveys and semi-structured interviews. The thematic analysis of data unveils various factors contributing to poor academic performance, categorized into four main themes: academic factors, socioeconomic factors, personal factors, and psychological factors. Academic factors emerged as the most prominent, with issues such as biased assessments, inadequate teaching methods, and limited access to resources significantly impeding students' learning experiences. Socioeconomic factors, including health disparities, financial constraints, and social relationships, further exacerbated academic challenges. Personal factors, such as academic engagement, individual characteristics, and physical health conditions, also significantly influenced students' academic outcomes. Although psychological factors were the least significant, they still impacted students' academic performance through emotional distress, lack of motivation, and low self-esteem. The study suggests that a multifaceted interplay of these factors affects academic performance. Addressing these multiple factors can foster an environment conducive to academic success and holistic development for all students. The study concludes with the practical implications of the findings and the direction for future research is discussed.