This study investigates the role of Civic Education in strengthening governance practices in selected secondary schools in Muchinga Province, Zambia. Civic Education is widely recognized as a critical subject that develops learners’ democratic values, civic responsibility, and participation in governance structures. The study employed a mixed-methods research design involving 120 respondents comprising pupils, teachers, and school administrators. Data were collected using questionnaires, interviews, and document analysis and were analyzed using descriptive statistics and thematic analysis. Findings reveal that Civic Education significantly enhances learner participation in school governance structures such as student councils, improves discipline through value internalization, and strengthens accountability and transparency in decision-making processes. However, challenges such as inadequate teaching resources, limited instructional time, insufficiently trained teachers, and weak policy enforcement hinder its effectiveness. The study concludes that Civic Education is a fundamental driver of democratic school governance and recommends improved curriculum implementation, teacher professional development, and strengthened institutional support.