Physics instruction in secondary schools is a fundamental panacea towards achieving scientific knowledgeable citizens which can propel a nation in the realization of a sustainable economic force. This paper therefore x-rayed ordeals of physics instruction in Nigerian secondary schools and the way forward for the attainment of global competitiveness. The research has descriptive survey design. Ninety-two (92) physics teachers and eight secondary schools (four in each Local Government Area) were selected using a purposive sampling technique for the study. The research instruments used for the study were "Questionnaire on Ordeal in Physics Instruction in Secondary School (QOPISS) and Physics Practical Apparatus Checklist (PPAC). Using a test-retest method and Pearson Product Moment Correlation, a reliability coefficient of 0.83 was obtained for QOPISS. The data were analyzed according to research questions using the frequency count, percentage, mean, standard deviation and ranking. The study revealed that qualified physics teachers are not adequate for proper teaching of physics, laboratory apparatus are insufficient for effective practical activities in physics teaching and learning in both rural and urban schools, the lecture and problem solving methods are the most applied instructional strategy employed during physics instruction and physics teachers do not utilize ICT tools in teaching physics. Based on the findings of the study, it was recommended that qualified physics teachers should be employed in the secondary schools, all physics laboratories both in the urban and rural secondary schools should be well equipped by relevant authorities and stake holders, appropriate teaching methodologies and ICT tools integration in the teaching and learning of physics should be employed by physics teachers during physics instruction.