Despite the growing adoption of digital learning resources in secondary education, their effectiveness in improving learners’ engagement and academic performance remains unclear in the Cameroonian context. This study argues that digital learning resources may not significantly enhance learners’ engagement and academic performance in Cameroon secondary schools due to contextual factors. The purpose of this study was to investigate the impact of digital learning resources on learners’ engagement and academic performance in Cameroon secondary schools in the Centre Region. A quantitative research approach was employed, using a survey design to collect data from a sample of secondary school learner’s. Multiple linear regression analysis was conducted to examine the relationships between digital learning resources, learners’ engagement, teacher support, school infrastructure, and academic performance. The study found no significant relationship between digital learning resources and academic performance. Learners’ engagement, teacher support, and school infrastructure also did not significantly predict academic performance. The results suggest that contextual factors unique to Cameroon secondary schools may hinder the effectiveness of digital learning resources.