This study sought to investigate the challenges encountered in the teaching and learning of
History and Government in public secondary schools in Mumoni Sub-County, Kitui County,
Kenya. History and Government is a critical subject that fosters national consciousness, civic
responsibility, and informed citizenship. However, despite its importance, the subject continues
to register relatively low student performance and limited engagement. The study was guided by
the following objectives: to examine the impact of teacher qualification and training, to explore
the availability and utilization of instructional materials, to assess the influence of classroom
environment and student attitudes, and to evaluate the role of school administration in supporting
History and Government instruction. The study adopted a descriptive survey design, targeting
History and Government teachers, students, and school administrators in selected public
secondary schools. Stratified and purposive sampling techniques were used to select the sample,
while data was collected using questionnaires, interviews, and observation checklists. Both
qualitative and quantitative data were analyzed using thematic content analysis and descriptive
statistics such as frequencies and percentages. The findings revealed that many History and
Government teachers lacked continuous professional development opportunities, and a
significant number had limited access to updated pedagogical training. Additionally, most
schools experienced shortages of relevant instructional materials such as current textbooks,
visual aids, and reference resources, which negatively impacted lesson delivery. Large class
sizes, inadequate classroom facilities, and low student motivation further hindered effective
teaching and learning. The study also found that school administrators often gave low priority to
the subject in terms of funding, resource allocation, and professional support. Based on these
findings, the study recommends the strengthening of in-service training for teachers, improved
provision and integration of instructional resources, sensitization of students on the relevance of
History and Government, and increased administrative support. These interventions would help
to enhance the quality of instruction and improve learner outcomes. The study contributes to the
broader discourse on improving humanities education in marginalized regions and underscores
the need for systemic reforms in the education sector to promote historical consciousness and
civic competence among learners.