There has been a struggle to survive economically and academically. The objective of the study was to determine the influence of gold mining on Boy-Child‟s transition rate from Primary to Secondary School. The descriptive research design was adopted to guide the study. The target population was 4963 people who constituted by 89 head teachers of primary schools in Rongo Sub-County, 356 Class teachers, 4518 boys. A sample size of 30% of each category was included in the study to provide the required information about the implication of gold mining on boy-child primary education. This translated to 1355 boys, 107 class teachers, and 27 head teachers. Data collection instruments included structured questionnaires and interview schedule for the boy-child, class teachers, head-teachers and the sub-county education officer. The questionnaires were pre-tested using test-retest analysis technique to gain the desired reliability coefficient of 0.7 indexes. The test-retest method was also used to estimate the degree to which the same result would be obtained with a repeated measure of the accuracy of the same concept to determine the reliability. In the structured questionnaires, the question items helped the researcher to get information from the respondents. After collection, the data was coded and fed into the computer for analysis using SPSS Version 21 Statistical Program for Social Sciences. Findings indicated that there were 159 (99.38%) of the respondents who indicated that proximity of gold mines affected the retention and transition of the boy-child in primary schools. It was concluded that the parents and other education stakeholders to pay more attention to boy child transition. It was recommended schools be located far from the gold mining cites.