Purpose: To investigate the effect of the agricultural teaching approaches employed in secondary schools on skills development for food security in Kenya. Design/Methodology/Approach: Descriptive survey design was employed targeting 46,340 students and 235 agriculture teachers. The actual sample size constituted 490 students in 20 focus discussion groups and 111 agriculture teachers. Data was collected using an Agriculture Teachers' Interview Schedule and a Students' Focus Group Discussion Guide. Quantitative and qualitative data were analyzed using inferential statistics and content analysis respectively. Findings: The agricultural teaching approaches employed in secondary schools positively contributed to skills development leading to increased food security. However, the low integration of practical agriculture with hands on experiences derailed adequate skills development and their application for food security. Practical implication: The findings of the study may be used as inputs for the Kenyan education policymakers to develop a guideline on incorporation of agriculture practical sessions on school timetables, school community-based agriculture projects and holiday-based field attachments for students for better skills development as targeted by the Competence Based Curriculum (CBC). Theoretical Implications: This paper makes a contribution to the growing body of knowledge by highlighting learning opportunities that can create more hands-on skills driven towards food security in any country. Originality/value: In current studies on secondary school agriculture in developing countries, a framework which incorporates school community-based projects and field attachments is hardly found. When incorporated into the theory, the approaches can be avenues for enhancing food security from the secondary school level.