Dissertation (MA Education)During the transition from primary to secondary schooling, students experience changes within themselves as well as in their school environment. This study investigated the role of the Baseline Orientation Course (BOC) in enhancing learners‟ transition from primary to secondary education. The study addressed three specific objectives which were (1) To explore the implementation of the BOC in successful and unsuccessful secondary (2) To explore the challenges faced by teachers and students in implementing the BOC in the schools and (3) To suggest improvements in the running of the BOC. The study mainly employed the qualitative approach, particularly the case study design. One more successful school (MS) and a less successful school (LS) were selected for comparison. The study involved a total of 62 respondents from the schools, including two (2) BOC coordinators, 12 BOC teachers, and 48 Form One students. All respondents were selected using purposive sampling. Data were collected through interviews, FGDs, and language proficiency test. The data were analyzed and presented descriptively; however, in some quantitative elements, statistical computations were conducted using the SPSS. The study revealed that the BOC helped to enhance learners' transition from primary to secondary education. However, student selection, teachers' knowledge and experience management and monitoring of the course were found to be the key factors influencing the success of the BOC in the two schools. This study recommends, among other things, early student selection, teacher development and monitoring to be looked into for the BOC to be a more successful transition program.