This study examines the determinants of teaching and learning English in the sampled public
secondary schools of Ngong Sub-County, Kajiado County. Recognizing the central role of
English as a means of instruction and global lingua franca, the study identifies facilitators and
inhibitors of effective language acquisition. The study employs both qualitative and quantitative
methods in the study of variables like teacher quality, availability of instructional materials,
students' attitudes, parental support, and socio-economic status. Data collected through
questionnaires, interviews, and observations in class reveal that inadequate teaching materials,
large class sizes, and inadequate professional development opportunities for teachers are key
discouragers of effective teaching. Active parental support and innovative pedagogy, however,
positively influence learner performance. The findings provide actionable recommendations for
enhancing English language teaching throughout the region and emphasize the need for focused
intervention, capacity building, and policy reforms to address observed gaps.