This study investigates the influence of institutional rules and regulations on student discipline at Makerere University in Uganda. Historically, discipline has been central to education, from ancient Greece to colonial and post-colonial Africa, shaping students' behaviors within educational frameworks. Today however, universities are grappling with a loud spoken talk of indisciplined students. For example, the chronological happenings of strikes since 1952 to 2019 (Ssenyonjo, 2019), indecent dressing of female students (Nantume, 2021), sexual harassment and abuse (Mutegeki, 2020), examination malpractice (Mubiru, 2021), prostitution (Okia, 2019) and alcohol and drug use (Wamai, 2018) as well wanting welfare services (Nabukenya, 2023; Tendo, 2023).The study employed a qualitative, interpretivist paradigm and a descriptive duo case study design, with a sample of 40 participants, including students, lecturers, administrators, and police officers. Data were collected through interviews, focus group discussions, document reviews, and observations, and were analyzed thematically. The findings reveal that institution rules and regulation if well streamlined lead to enhancement of comprehensive orientation programs as well as development and implementation of comprehensive enforcement strategy without under looking sponsorship facilitation compliance, power of peer accountability, and self- induced compliance.  The study also identifies positive behavioral reinforcement, tamed compliance due to consistent enforcement, and challenges with inconsistent follow-up on set rules. However, while institutional rules and penalties shape student behavior, they are not always sufficient to ensure discipline, underscoring the need for effective communication and enforcement. The findings contribute to the understanding of how rules and regulations can foster student responsibility and discipline in Ugandan universities.