The study investigated level of knowledge and acceptance of corrective measures for refractive errors among secondary school teachers in Ido/Osi Local Government Area of Ekiti state Nigeria. The study objectives were to assess the knowledge of the respondents about refractive error and assess the level of acceptance of corrective eye glasses wearing among the respondents. A quantitative design, adopting descriptive approach was employed to seek responses from 275 secondary schools’ teachers selected through multistage sampling procedure. A self-constructed questionnaire on Knowledge and Acceptance of Corrective Measures was used. The face validity and content validity were ensured. The reliability of the questionnaire was 0.74 using Pearson’s Product Moment Correlation; while the 0.826 co-efficient of internal consistency was archived using Cronbach’s Alpha method. Descriptive and inferential statistics were used to analyze the data collected. The findings revealed that 26.2% of the respondents scored below 8, 52.0% scored between 8 and 12, while 21.8% scored between 13 and 16 in the assessment of knowledge, this implies that majority of the teachers had fair knowledge. The study also revealed that the level of acceptance of wearing corrective eye glasses among secondary teachers was high. In addition, there was a significant relationship between knowledge and level of acceptance of corrective eyeglasses among teachers of secondary school. It was recommended among others that public awareness through electronic media, social media, and print media should be engaged to educate populace about needs of importance of corrective glasses in ameliorating refractive error and to disabuse the minds of the people about fear of going blind if usage of spectacles is upheld. Keywords: Acceptance, Knowledge, Refractive errors, Corrective measures, Teachers,