The study was based on three research objectives, to explore the role of C.R.E on students’ understanding of corruption in public secondary schools in Dagoretti North Sub-County, Nairobi County, to assess the role of CRE in shaping students’ attitudes on corruption in public secondary schools in Dagoretti North Sub-County, Nairobi County, and to evaluate the roles of CRE in fostering a sense of responsibility on students’ perception of corruption in public secondary schools in Dagoretti North Sub-County, Nairobi County. However, three public secondary schools were sampled using probability sampling techniques to facilitate equal chances of including any of the public secondary schools in the Dagoretti sub-county. Structural questionnaires for CRE students were used as a research instrument to obtain primary data from the students. Quantitative data was coded and put in SPSS software version 21 for analysis. The data analyzed was presented in terms of frequency, and percentages, using pie charts, bar charts, and tables. The study established that Christian Religious Education (C.R.E) is an integral subject in building students' understanding of corruption. Students are imbued with Christian values received in C.R.E classes, which enable them to make good choices in their lives. Discussions about integrity in class help students develop a strong sense of integrity against the perception of corruption. The study concludes that through its teachings, C.R.E promotes values such as honesty, integrity, and accountability. These lessons encourage students to critically evaluate the ethical implications of corruption and its impact on their communities. As students engage with these concepts, they develop a more nuanced understanding of corruption. The study further recommended that the Ministry of Education should integrate robust C.R.E curricula that emphasize ethical leadership and anti-corruption education, Parents are encouraged to actively participate in their children’s education by discussing the values taught in C.R.E. They should create an open environment at home where issues of corruption can be discussed freely, and Schools should prioritize the teaching of C.R.E as a vital component of the curriculum, recognizing its role in shaping students' moral compass. However, that study suggested thatfuture research could explore how the teachings of C.R.E translate into actual behavioral changes among students in their daily lives. Also, a comparative study could investigate how the implementation of C.R.E varies across different public secondary schools and focus on the role of peer influence in shaping students’ perceptions of corruption.