This study investigated the impact of democratic pedagogy on the curriculum in Botswana secondary schools. It intended to find out how far democratic space has been appropriated and approximated by teachers in the Botswana secondary schools. The introduction provides the background and aims of the study, the limitations, and the clarification of key concepts amongst others. The data was analyzed using both statistical and non-statistical means. It carried out a chi-square test on the kind of relationship between some sets of data from the Northern, Southern and Central Regions.