Identification and characterisation of the structures of unknown substances are important part of learning organic chemistry. This paper reports on a study that investigated factors that influence teaching and learning of organic qualitative analysis in organic chemistry. In all, three teachers and nine students from three different categories of schools participated in the study. Interview guides and observation checklist were developed and used to obtain a qualitative data. The qualitative data gathered from the interview were transcribed by reducing them to patterns and themes and analysed thematically. The study revealed among others that, teaching and learning resources, practical-based instruction and nature of chemistry curriculum were the factors that impedes chemistry teachers and students teaching and learning of organic qualitative analysis.