Available research shows that orphans have poor educational outcomes compared to non orphaned children. Learners presumed to have been orphaned by AIDS experience stigma and discrimination within the families, communities and schools. Socially excluded learners are likely to have problems with school attendance, participation in co-curricular activities, home work, and school discipline and are also more likely to altogether drop out of school; thereby generally impacting negatively on their overall educational achievements. On the other hand, available research suggests that inclusive approaches and interventions with such children improve educational outcomes for such children. Orphan support projects are designed, among other reasons to ensure improved educational outcomes for orphans and vulnerable children, and also to mitigate the negative effects of social exclusion. In view of the increasing number of orphaned learners in Kenya due to AIDS related mortality, there is increased call for orphan support projects to ensure the social exclusion of such learners. Whereas care givers are daily responsible for the welfare of orphaned children under their care, little has been done to determine the perspectives of care givers on the influence of orphan support projects the educational achievements of orphaned learners. The purpose of the study was to determine the perspectives of care givers on the influence of inclusive project design orientation on educational achievements of orphaned learners orphaned primary school learners enrolled in community based orphan support projects in Homa Bay County, Kenya. The cross-sectional study was grounded on pragmatism.