This study investigates the effects of smart classrooms, comprehensive assessment management information systems, and remediation teaching techniques on teachers 'and student's conceptual understanding of physics. The participants included 67 students from Senior One, Senior Two, and Senior Three, purposively sampled from G.S Mushongi in Kirehe district, along with 40 physics teachers selected purposively from the same district. Data was collected using two instruments: the Physics Achievement Test and the Teacher Mixed Multiple-Choice Questionnaire. Both students and teachers underwent remediation and training, respectively. The study focuses on taught specific physics units for each grade level: Current Electricity and Qualitative Analysis of Linear Motion for Senior One; Magnetism and Demagnetization and Reflection of Light in Curved Mirrors for Senior Two; and Heat Transfer and Quantity of Heat, Renewable Energy and Non-Renewable Energy, and Introduction to Electromagnetic Induction for Senior Three. Descriptive and inferential statistics were computed to analyze the data, and the results were presented using tables and figures created using Microsoft Excel and Origin version 2019b software. For Senior-One, Senior-Three students, the post-test scores demonstrated a highly statistically significant improvement (p < 0.001), suggesting that the remediation positively influenced their performance. However, for Senior Two students, the data analysis did not show any statistically significant improvement in their performance after remediation (p > 0.05). The results indicated a significant difference after training (p < 0.001) for the teachers. This research highlights the importance of targeted remediation and smart classrooms in enhancing academic performance and teachers' perceptions.