Social Studies is a fundamental subject in Nigeria's school programme. It plays a significant role in the curriculum. This study investigates the barriers that prevent Social Studies from being taught and learned effectively in some selected schools in Agege Local Government Area of Lagos State, Nigeria. The factors that were identified are a lack of available teaching resources, lapses in teachers' subject knowledge updates, the shortage of Social Studies experts among educators, and the lack of school-led field trips that reinforce subject understanding. The study utilized a survey research method using a questionnaire to engage both teacher's and pupils’ perspectives. Two distinct questionnaires were employed—one tailored for teachers and the other for pupils. The data gathered revealed agreement among teachers and headmasters from the selected schools regarding the pressing need for service training workshops, seminars, and symposia tailored to Social Studies educators. Respondents underscored that the current situation adversely affected the quality of Social Studies instruction. This research contributes valuable insights to the discourse on Social Studies education. The identified factors inform the specific issues faced by educators and students in Agege and as well emphasize the broader need for targeted professional development initiatives. The outcomes of this study advocate comprehensive solutions to enhance the teaching and learning experiences in Social Studies, offering a foundation for educators, policymakers, and stakeholders to elevate the standards of Social Studies education in Nigeria.