This study was designed to: (1) determine the extent of the availability of physics laboratories in Kenya's secondary schools; (2) assess the quality of the laboratories in terms of how well they are equipped, how much it costs to equip them, and how often materials are purchased; (3) assess the quantity of laboratory work done in terms of time spent doing practical work; (4) examine the quality of investigative laboratory work, considering to what extent objectives for practical work have been met and whether the work done in the laboratory is individual-, group- or teacher-centered; and (5) assess the effect of laboratories on the performance at 0-level examinations. Data were obtained from school personnel using questionnaires (included in appendices) and interviews, laboratory observations using Flanders interaction analysis and the Laboratory Programmes Variables Inventory, and the Kenya Certificate Examination. Results are provided in separate sections for each of the five areas examined. Recommendations based on these results include ensuring the availability of a physics laboratory for all schools regardless of the physics course taught, setting a minimum quantity of laboratory equipment in all schools, and providing support materials when changes are made in the physics syllabi. (JN)