This study focused on the influence of environmental dynamics on boy child academic performance in public primary schools in West Pokot Sub-County, Kenya. The study was guided by the following specific objectives: To assess the influence of socio-economic factors, to examine the influence of social practices, to determine the influence of cultural practices and to establish the influence of school based factors on boy child academic performance in public primary school in West Pokot Sub County. This study was anchored on two theories; Behaviorism Theory and Cognitive theory. This study employed descriptive research design. In this case the pilot study results showed a correlation coefficient of 0. 75 making the questionnaire a reliable tool for data collection. In order to ascertain content validity, the supervisor in the content of the supervisors in the school of education, department of educational management of Mount Kenya University was consulted to validate the instrument. The Coefficient of Determination stood at R2 equals to 0.612, which means that about 61.2% of the proportion of total variations in the boy child academic performance was explained by socio-economic factors, social/cultural factors and school based factors. The study recommended more pursuit of environmental dynamics as demonstrated in the Behaviorism Theory and Cognitive theory to enhance boy child academic performance in public primary schools. To realize the full benefits intended by the public primary schools in West Pokot Sub-County, the management should ensure that learning is not disrupted due to cultural preparations for circumcisions, drought and famine within pastoralism and nomads should be been put under control because they interfere with education system. They should also make sure that leaning is not disrupted after families migrate in search of daily bread/pasture.