The study sought to investigate the influence of head teachers’ leadership styles on learners’ academic performance in public primary schools in Pokot Central Sub-county Kenya. The study was guided by the following objectives: - To establish the influence of democratic leadership styles, to determine the influence of autocratic leadership style, and to assess the influence of laissez-fair leadership style on the learners’ academic performance in public primary schools in Pokot Central Sub County, Kenya. Cognitive Resource Theory was employed in this study. This study targeted a total population of 917 teaching staff comprising of education officers, head teachers and teachers. Using Mugenda 10%, the study sample size was 92 respondents. A descriptive survey design was involved utilizing quantitative as well as qualitative approaches. Data for this study was, acquired via interview schedules for curriculum support officer and head teachers, questionnaires for teachers. Validation as well as reliabilities of data compilation instruments were, ascertained by organization of a pilot study in the neighboring sub-county by employing of testing-retesting practice. Quantitative data from the questionnaires was cleaned, coded and inserted in the computer for analysis utilizing Statistical Package for Social Sciences (SPSS). The product of the data collected was, analyzed and presentations shown by percentages, frequency distribution tables, bar graphs and charts settling on the objectives and research questions of this study. The R square stood at R2 equals to 0.507, which means that about 50.7% of the proportion of total variations in the implementation of learners’ academic performance was explained by democratic leadership styles, autocratic leadership style and laissez-fair leadership style. The study recommends pursuit of proper leadership style in order to enhance learners’ academic performance