This study analyzed Social Studies teachers' readiness to teach Security Education. We administered a structured questionnaire to 720 practicing Social Studies teachers drawn from 72 Junior Secondary schools in South Western Nigeria. The data collected were analyzed using percentage, means, and standard deviations to test the three null hypotheses. Findings of this study showed that practicing Social Studies teachers have a significantly low knowledge and awareness of the components of Security Education. However, the teachers' readiness to acquire additional useful knowledge and skills required for handling Security Education alongside their area of specialization (Social Studies) was found to be significantly high. The teachers perceived the inclusion of Security Education in the reviewed curriculum as a development that will create a significantly higher workload for them. Nevertheless, their response showed a relatively high degree of negative disposition toward the handling of the newly introduced Security Education theme in Religion and National Values class. Based on these findings, necessary recommendations focusing on the need for training and organizing workshops for curriculum implementers were suggested.