The study examined Social Studies teachers' perception of values clarification strategy for curbing examination mal-practice in upper basic schools in Ilorin Metropolis, Kwara state. The study adopted a descriptive survey design. The population for this study was all teachers in Upper Basic schools while the target population was Upper Basic Social Studies teachers sampled using the simple random and purposive sampling strategy. The instrument used for this study was a researcher-designed questionnaire, face and content validated by social studies experts and the reliability was determined using Cronbach's Alpha which yielded a coefficient of 0.76. Data obtained were analyzed using descriptive and inferential statistics. Results showed that different forms of examination malpractices are still prevalent in the Nigerian basic schools and teachers' awareness level of values clarification strategy for curbing the menace is moderate among others. It was recommended that values clarification strategy should be emphasized as a method for curbing examination mal-practices in basic schools and school proprietors and social studies and civic education teachers should address the challenges facing the use of values clarification for tackling examination malpractices. [Paper presented at the 34th annual National Conference of Social Studies Association of Nigeria (SOSAN), University of Lagos, 26th - 29th August, 2018.]