The study aimed at examining the strategies for improving teaching of practical agricultural science in secondary schools for increased food production in Ebonyi state. The study was guided by three research questions and three null hypotheses. A descriptive survey research design was adopted for the study. The population for the study was 389 agricultural science teachers in 295 secondary schools in Ebonyi state. The instrument used for data collection was a 28 itemed questionnaire grouped into three sections according to the research questions. The instrument was validated and reliability of the instrument was determined using Cronbach Alpha which yielded 077. Out of 389 copies of the questionnaire distributed 370 were properly filled, returned and used for data analysis representing 95% return rate. Mean, standard deviation and t-test statistics were the statistical tools use. From the result of data analysis, the study identified that the combination of students, teachers and school administrative related strategies are essential for improving teaching of practical agriculture in secondary schools in Ebonyi state. The findings of the study also showed that there is no significant difference in the mean scores of urban and rural teachers on the identified strategies for improving teaching of practical agricultural science in secondary schools in Ebonyi state. Based on the findings, the following recommendations were made; that there is need to develop integrated training programmes for teachers that incorporate the latest agricultural practices, technologies and teaching methodologies to enhance their instructional impact among others.