The purpose of this study was to investigate the challenges encountered in teaching and learning of Kiswahili Grammar in public secondary schools in Moyale Sub County, Marsabit County, Kenya. It was guided by the following objectives;to identify the challenges related to teaching and learning of Kiswahili grammar in public secondary schools; to examine the levels of student engagement in learning Kiswahili grammar in public secondary schools and to suggest interventions to improve teaching and learning of Kiswahili grammar skills in public secondary schools in Moyale Sub County, Marsabit County. The study was guided by the Scocio-Cultural Theory developed by Lev Vygostky.The study used descriptive survey design and adopted the quantitative approach. The study comprised of a total of 102 respondents constituting of 90Kiswahili students and 12 Kiswahili teachers from Moyale Sub County, Marsabit County. The data was collected, organized and analyzed using the Statistical Program for Social Sciences (SPSS). This study was of significance in understanding and addressing the challenges encountered in the process of teaching and learning Kiswahili grammar. It aimed to create solutions to the challenges hence ensuring a smooth teaching and learning process. The study found that teaching and learning of Kiswahili grammar in public secondary schools face several challenges. Teachers often lack specialized training, and there is a shortage of teaching resources. Large class sizes and insufficient time allocation hinder personalized instruction, while students’ negative attitudes and language interference complicate learning. The study therefore recommended that to address the challenges in teaching and learning Kiswahili grammar in Moyale Sub County, several recommendations are crucial. First, continuous professional development programs should be provided to equip teachers with specialized skills in Kiswahili grammar instruction. Schools should also ensure the availability of adequate teaching resources, including textbooks and digital tools, to support effective learning. Reducing class sizes would allow for more personalized attention to students.