This paper examined the availability and utilisation of instructional materials for the implementation of the Basic Science and Technology (BST) curriculum in upper basic schools across North Central Nigeria. Descriptive survey design was used and sample size of 386 Basic Science and Technology teachers was taken by a multistage sampling of a population of 4026 teachers. Data were collected through a validated questionnaire, Availability and Use of Instructional Materials for Implementation of Basic Science and Technology Curriculum that produced a reliability coefficient of 0.89. Mean and standard deviation were used to analyze the data and the Mann-Whitney U test at a level of 0.05 level of significance. The Findings of the study revealed that some instructional materials such as chalkboards, charts, computers, and basic laboratory equipment were available in most schools, many essential materials were either insufficient or lacking, especially in rural areas. The study also found that the overall level of utilisation of instructional materials was low in both urban and rural schools, with no significant difference between locations in terms of availability and utilisation. The researchers concluded that the inadequate provision and underutilisation of instructional materials hinder effective implementation of the BST curriculum. It was recommended that school administrators should ensure that the allocation of resources is equitable, regular supervision, and professional development to enhance teachers’ competence in using instructional materials effectively.