The higher education sector is undergoing a significant transformation as universities increasingly adopt online learning as a strategic tool for expanding access, promoting flexibility, and enhancing competitiveness. In Kenya, private universities within the Nairobi Metropolitan Area have embraced online programs to remain competitive in a rapidly digitalized academic landscape. However, the performance of online programs, remains inconsistent across institutions. This study examined the effect of focus strategy on the performance of online programs among private universities in the Nairobi Metropolitan Area, Kenya. The study adopted a positivist philosophical paradigm and a cross-sectional explanatory research design. Data were collected from 149 respondents drawn from 20 private universities using stratified random sampling. Descriptive and inferential statistics were computed using SPSS version 29.0, with diagnostics conducted to confirm normality, multicollinearity, and homoscedasticity assumptions. The results indicated a statistically significant and positive relationship between focus strategy and performance of online programs (R=0.573; R²=0.328; F=71.819; p<0.05). The regression coefficient (B=0.527, t=8.475, p<0.05) showed that a unit increase in focus strategy leads to a 0.527-unit improvement in online program performance. These findings suggest that universities implementing targeted market segmentation, customized content delivery, and distinct marketing initiatives record superior outcomes in enrolment, completion, and ranking performance. The study concludes that focus strategy significantly enhances institutional competitiveness and sustainability by aligning educational offerings with the specific needs of niche markets. The study recommends that university management should institutionalize focus strategies through specialized program design, adaptive digital content, and niche marketing to attract and retain specific learner groups. Policy maker