Dissertation (MA Education)Effective young pupil’s learning requires friendly, engaging and enjoyable teaching and learning methods such as storytelling. Due to this fact, this study was designed to assess the practice and constrains of using storytelling as a teaching and learning method in public pre-primary schools. The study deployed descriptive cross-sectional design pre-dominantly informed by qualitative approach. The study involved 64 informants (10 pre-primary teachers and 54pre-primary school pupil) who all were purposively sampled. Data were collected through semi-structured interviews, documentary review and Focus Group Discussion. The collected data were analyzed through inductive and content data analysis procedures. The study found that most of the teachers had positive perceptions towards use of storytelling as teaching and learning method with few holding negative perceptions of the same. It was also established that majority of teachers did not effectively use storytelling in their teaching and learning practices. However, those who practiced it relied mostly on traditional practice. In their practice, oral storytelling was considered as the most effective form of storytelling due to its easiness in its practice. Time consuming and overcrowded classrooms were identified as challenges faced teachers in their effective use of storytelling as a method of teaching and learning. The study recommends that some efforts in training teachers for proper and effective use of storytelling as teaching and learning method, rather than using it simply as motivational strategy.