This study sampled the perception of secondary school teachers on the effectiveness of various methods used to teach Social Studies in secondary schools. It also examined the methods that facilitate learning more, the method commonly used by male and female teachers and also by qualified and non-qualified teachers. The population consisted of all secondary school teachers in Ekiti State and the sample comprises of 320 teachers who responded to a questionnaire designed by the researcher to express their opinion on the subject matter. Simple random sampling was used to select ten teachers from each school sampled. The validity of the instrument was ensured by experts in Social Studies and Educational Management. The reliability of the instrument was ascertained through test-re-test method and the reliability coefficient of 0.81 was obtained. One research question was raised and three hypotheses formulated were tested at 0.05 level of significance. The data collected were analysed using Kendall's Rank Order Correlation and t-test statistical tools. The study revealed that teachers perceived problem-solving as the best method and note-dictation as the least effective method of teaching Social Studies. It was discovered that teachers are significantly related in their perception of the effectiveness of methods of teaching Social Studies. It also showed that male and female teachers are related in the methods used but the methods used by qualified teachers are different from those used by non-qualified teachers. It was therefore recommended that more qualified teachers should be employed to improve the quality of teaching in schools.