This study investigates the role of media clubs in developing media literacy among secondary school students in Rwanda, with a focus on Ecole Secondaire Scientifique Islamique Nyamirambo and Groupe Scolaire Cyahafi. In an increasingly digital world, media literacy is critical for students to navigate and interpret media content responsibly. However, traditional educational curricula often overlook this essential skill. Media clubs provide a platform where students can engage in activities like news reporting, writing, and editorial work, which are vital for building critical thinking and media analysis skills. This research was directed by Media Literacy Theory, which highlights the importance of equipping individuals with the ability to critically engage with media, and Constructivism Theory, which emphasizes learning through active involvement and reflection. The research design that was used in the study was mixed whereby both quantitative and qualitative methods have been used to collect and analyze information and data that help to provide credible research, where quantitative method was used first, then after qualitative method was used to analyze the quality of data collected based on quantitative method. A sample of 100 respondents including school administrators, teachers and students from the two schools was surveyed to gauge their perceptions of media clubs and the impact on their media literacy skills. Qualitative insights were gathered through interviews with students, teachers, media club advisors, and school administrators, exploring experiences and challenges related to media clubs. Additionally, archival data such as club charters and student-produced media projects were analyzed to provide context and evidence of the clubs' impact. Results revealed significant correlations between media club participation and improved media literacy. Students engaged in news reporting and writing showed enhanced critical thinking, better source evaluation, and a stronger grasp of ethical journalism. Editorial activities sharpened students' abilities to critically assess media messages and identify biases, while feedback from readers helped students refine their media content and communication strategies. Mentorship within media clubs was found to be crucial in developing students' understanding of media ethics and practical skills, preparing them for the complexities of media production and consumption. The study also identified the dual role of social media within media clubs, offering both opportunities for broader engagement and challenges related to misinformation. In conclusion, the research demonstrates that media clubs are vital in developing media literacy among Rwandan secondary school students. By providing hands-on experiences, mentorship, and critical engagement with media, these clubs contribute significantly to students' ability to navigate and interpret media content responsibly. The findings underscore the importance of integrating media literacy education into the school curriculum, with recommendations aimed at enhancing media literacy education for students, teachers, policymakers, and educational institutions.