This paper investigated the impact of N- Teach Social Investment Programme on academic outcome among secondary school students in Calabar Education Zone, Cross River State, Nigeria so as to ascertain the level of progress recorded since it was introduced by the Buhari administration in 2015. Three research questions and hypotheses respectively guided the study. Descriptive survey research design was adopted for the study as the researchers had no direct control of independent variable because it had already occurred. The study’s population was 13,336 students and 398 teachers in 83 public secondary schools in Calabar Education Zone in the year 2023. Multistage sampling techniques were adopted in selecting the subjects for the study. 100 teachers selected through Taro Yamane’s formula and purposive sampling technique constituted the sample size. N-Teach Rating Scale (0.78) and secondary data from the State Secondary Education Board, Ministry of Education were used for data collection. Data obtained were analysed using descriptive statistics and Pearson Product Moment Correlation statistical tools. The results of the findings revealed that N-Teach teacher’s teaching process significantly influence academic outcome of secondary school students in the study area, N-Teach teachers’ motivational skills did not significantly influence academic outcome of secondary school students in the study area. Based on the findings it was recommended that there should be an expansion of N-teach programme to cover the entire educational system; this may improve the academic outcome of secondary school students in the entire country.