Chi.ldren with repaired cleft lip and/or palate encounter a range of physiological, social, andrnpsychological stresses associated with the cleft. Even though they have gone through surgicalrntreatments they have appearance and functional differences that potentially compromise theirrnpsychosocial functioning. In view of this, this study aimed to explore the psychosocialrnexperiences of children with repaired cleft lip andlor palate, with the goal of addressing theirrnocial experiences, psychological fW1ctioning, learning and achievement and factors associatedrnwith these variables. A qualitative case-study design method was employed to attain thernobjective. In-depth open-ended interviews were conducted with 4 children aged 12 to 16 withrnrepaired cleft lip and/or palate, their parents and teachers. In addition, focus-group discussionsrnwere undertaken with other groups of parents and teachers of children with repaired cleft liprnand/or palate. The focus was the subjective interpretation of the children's experiences. Therninterviews were transcribed and analyzed using a qualitative case description and cross-casernapproach with emphasis on thematic analysis. The major findings of the study were thatrndifference in facial appearance coupled with speech deficits made the children with repaired cleftrnlip andlor palate experience teasing in their day-to-day lives, which impacted their social andrnpsychological wellbeing. The psychosocial problems the children experienced were mainlyrncharacterized by frequent teasing and insult, social anxiety; feelings of dissatisfaction with facialrnappearance and speech, insecurity, guilt, frustration, anger, sadness, worry, withdrawal, and otherrnsymptoms of depression. A case of aggressive and disruptive behaviors at school were alsornreported. FUlthermore, some of the children had poor academic performance and achievement.rnThe fmdings fulther showed that parents of these chi Idren had themselves gone through higherrndegrees of personal stress, which had influenced the children's current psychosocial functioningrnand achievement in academics. In addition, speech and language deficits paired with lowerrnexpectations led them to lower educational aspirations. The results suggest the importance ofrntimely interventions on social, psychological, and family factors .