Librarians and other information professionals have regularly observed that undergraduate students have information-searching skill problems. Most students attend universities and other institutions of higher learning knowing very little or nothing about basic library use and information search skills, computer-related skills and other information-resource using skills in general. Consequently, students lack the information knowledge and skills crucial to effectively understand what they need in order to meet the information needs of their day-to-day academic pursuits. The University of Eastern Africa, Baraton are faced with similar daunting challenges and find it difficult to come up with sound and meaningful ways to deliver information literacy (IL) activities effectively to its students. The aim of the study was to assess Information Literacy activities among the undergraduate students at the University of Eastern Africa, Baraton and suggest Information literacy strategies that could be used to promote it at the UEAB library. The specific objectives were to: establish Information Literacy activities currently being conducted at the UEAB library; assess the effectiveness of IL activities at the UEAB library; determine skills needed by both the library staff and users to enhance Information Literacy at the UEAB; identify challenges being faced in the delivery of IL at the UEAB library; and suggest strategies and a framework for effective delivery of IL at the UEAB library. Information Literacy Competency Standards for Higher Education (ALA, 1989) was used as the theoretical framework for this study. The study adopted Case study research design and used both qualitative and quantitative research methods. The study used both stratified random sampling and purposive sampling techniques. A sample size of 194 respondents comprising of 188 undergraduate students and 6 key informants was used. With the help of semi-structured questionnaires, focus group and interview schedules, the study used both face to face techniques and self-administered data collection techniques. Qualitative and quantitative data were analyzed descriptively and by using SPSS respectively. The major findings of this study were: lectures supported IL activities but the students‟ enrollment in IL activities was very low; the student training period of time on the use of library skills was not enough to equip them with the library resource utilization skills; the library staff lacked leadership and library resource utilization skills; there were no IL policy guidelines; there was lack of funds to run IL activities; the library users required basic and advanced research skills and ICT skills and the library staff required training on leadership and library use skills. The recommendations for UEAB Library are: to employ competent library staff to handle orientation activities; to develop a well-structured IL curriculum and avoid offering IL activities in an informal manner; the Faculty to work hand in hand with the librarians in the design of IL courses and finally, to provide funds to run IL activities.