This study set out to find out the differences in teachers' perception of their preparedness to apply facilitation methods in teaching secondary school mathematics. Facilitation methods allow learners to be actively involved in the teaching and learning of mathematics hence making them be co-creators of knowledge. Facilitation teaching allow learners to form schemes of knowledge by being self-directed and self-driven in inquiry, problem solving, engaging in interactive skills, experimentation and independent study. The study applied ex post facto research, causal comparative research design. There was a population of 1500 mathematics teachers in Rift Valley Province. A sample of 300 mathematics teachers drawn from this population participated in the study. The participants were selected using systematic random sampling and stratified random sampling (stratified by qualification). The data was collected using self-report questionnaire for mathematics teachers. The instruments were validated by experts in the department of Curriculum, Instruction and Education Management. The instruments were pilot tested and reliability coefficient was estimated and found to be 0.83, which is above the required threshold value of 0.70, Cronbach alpha in social science research. The collected data was analysed using both descriptive (means and percentages) and inferential statistics (ANOVA and t-test) to establish differences in teacher preparedness to teach secondary school mathematics using facilitation approach by teaching experience, qualification and gender. The hypotheses were tested at 0.05 alpha (a) level. The findings of this study show that teachers perceive themselves to be prepared to apply facilitation methods to teach secondary school mathematics. The findings also indicated a statistical difference in teachers' preparedness to apply facilitation by teaching experience and qualification. There was however no significant difference by gender. The results would be expected to inform practice and advice policy makers on improvement of teacher training programs and also designing of appropriate in-service training programmes for practising mathematics teachers.