Access to basic education in conflict-prone communities is a significant challenge in Kenya. Empirical reviews had suggested that, during intercommunal conflicts, various factors influencing access to basic education were compromised. However, these influences manifest differently in distinct situations and locations. There has been limited research on how access to basic education was affected following intercommunal conflicts in Kapedo, Turkana County. The study aimed to examine the effect of family income levels on learning of primary school going children in Kapedo ward in Turkana County- Kenya. The study drew on three theories: Relative Deprivation theory, System Resource Theory, and Hierarchy of Needs Theory. It employed a descriptive survey research design, covering the entire population with two Ministry of Education officials, four headteachers, and twenty-four teachers as respondents. Data collection used a semi-structured questionnaire and an interview schedule, ensuring voluntary participation, confidentiality, and clarity of the studys purpose. The analysis combined descriptive statistics (frequencies, percentages, and averages) and inferential statistics (regression analysis) and presented results through charts and tables, with qualitative data analyzed thematically. The study revealed that family income affected education, with conflict-induced economic instability leading to resource allocation challenges and school attendance issues, especially for girls. The study recommends that the Ministry of Education and Local Authorities maintain the provision of essential learning resources, emphasizing administrative functionality, classroom safety, and resource access to enhance learning outcomes. Non-Governmental Organizations and Donors should support programs to address economic challenges during conflicts, offering financial assistance, livelihood opportunities, and scholarships for childrens education.