A study explored the possible causes of low performance in history examinations by teaching candidates in Kenya. Questionnaires were sent to primary and secondary school students and teachers, preservice students in teacher colleges, college history lecturers, and school and college heads. The questionnaires attempted to determine the attitudes of both learners and teachers toward history, the history syllabus, methods of teaching history, resources for learning and teaching, and inservice opportunities for history teachers. The purpose was to identify how much certain factors have contributed to low performance: (1) students' academic background and attitude toward history; (2) teachers' qualifications and attitudes; (3) availability of teaching and learning resources; (4) teaching and learning methods and inservicing of teachers; (5) teaching load of school staffs; (6) number of required subjects for students; (7) professional commitment on the part of teachers and preservice teacher candidates; and (8) the scope of the history syllabus. Findings in each category of the surveyed populations are presented in tabular format accompanied by narrative analysis. Recommendations are made for improving history instruction at all grade levels, from primary schools through teacher colleges. (JD)