The teaching and learning of map reading in secondary schools remain problematic despite its
central role in developing spatial awareness and geographic literacy. In Ngong Sub-County,
Kajiado County, schools continue to face persistent challenges in delivering this essential
component of Geography. This study was guided by three objectives: to identify the challenges
faced by teachers in teaching map reading, to examine the difficulties students experience in
learning map reading, and to assess the adequacy of teaching and learning resources used in
delivering map reading content. A descriptive survey design was adopted. The study sampled 96
respondents, comprising 6 Geography teachers and 90 Form Two and Form Three students,
selected through stratified and simple random sampling. Data were collected using
questionnaires administered to both teachers and students, and interview schedules with teachers.
Quantitative data were analyzed using descriptive statistics such as frequencies and percentages,
while qualitative data were analyzed thematically. Findings indicated that 25.5% of students and
33.2% of teachers reported challenges in interpreting contour lines and gradients, while 40.1% of
students and 49.8% of teachers identified inadequate teaching and learning resources as a major
hindrance. Additionally, 36.7% of students and 29.9% of teachers highlighted limited time
allocation, and 41.2% of teachers cited lack of specialization and insufficient professional
training. Poor spatial skills (28.9%) and low student interest (22.3%) further constrained
effective learning. The study concludes that resource inadequacies, insufficient teacher training,
weak administrative support, and student-related challenges hinder map reading instruction. It
recommends provision of adequate teaching aids, teacher professional development, stronger
administrative support, and interactive instructional approaches to improve student engagement.