This book explores the attitudes of teachers and students towards the teaching and learning of Home Science in secondary schools in Kenya. Student enrolment in Home Science in secondary schools has declined over the years. This study was undertaken to determine factors that affect the teaching and learning of the subject. This was a descriptive field study in which data was collected using questionnaires and interview schedules. Purposive sampling and random sampling were employed to select the respondents who included Home Science teachers and students. The findings indicate that although teachers and students have positive attitudes towards the subject, enrolment is declining. Gender bias was noted in both student enrolment and staffing. Furthermore, inadequate learning resources has adversely affected enrolment and the teaching of the subject. In addition, the syllabus is too broad to be covered in the prescribed time. The author recommends that since Home Science plays a key role in national development, its teaching should be encouraged by policy makers, teachers and parents in all schools in Kenya. This book targets researchers, teacher educators and teachers.