This research aimed to understand how club logos conveyed messages by exploring their semiotic features. Using qualitative methods, specifically semiotic analysis, 20 school club logos were examined, with 20 materials presented for analysis. Data were categorized based on two main research questions: identifying semiotic features and elucidating conveyed meanings. The findings emphasized the interconnectedness of features within signs, particularly in club logos, which derived significance from integrating reality (the object) and observer interpretation (the interpretant). Without this fusion, signs lacked purpose. While interpretations varied and influenced by factors like context and individual knowledge, they were anchored in established semiotic theories, such as Peirce's and Saussure's. The findings show that club logos are effective in communicating identity, values, and purpose but are interpreted in different ways depending on the context in which they are viewed and the individual knowledge of the observer. Comparative studies of logos across primary, secondary, and tertiary school levels can be used as potential research direction in understanding how the roles of logos change with design choices. This would be very useful to anyone interested in how school logos reflect the culture, values, and aspirations at every stage of schooling.