The broad objective of the study was to determine various mechanisms applied in resolving conflicts within public secondary schools in Nairobi province. This study used descriptive and exploratory research design. A sample comprising of principals, representatives of Boards of Governors (BoG's), class teachers, students and education officers was used to investigate the understanding, perceptions and impacts of conflict resolution mechanisms in their respective schools. The research instruments included a questionnaire and an interview schedule, which were administered to the respondents. The data collected were subjected to qualitative and quantitative analysis. They were analyzed using SPSS. Frequency distribution tables, percentages, and charts were used to present data. The findings showed that, the concept of "conflict management" refers to an act and also a process of resolving disputes between two or more parties with the view of coming to a resolution. The study showed that when the students are faced with a conflict of personal nature the majority of them deal with the conflict through constructive approaches. It is however, important to note that when student react as a group they are likely to be influenced by group behaviour, which in most cases is very destructive. This could be a factor that contributes to destructive scenes especially when resolution of conflicts between groups of students and the school administrators or teachers does not find an amicable solution. Effective communication is therefore, essential in analysis of conflicts in public schools as well as in identifying their root causes. The findings showed that the causes of conflicts in public secondary schools are varied. Resolution of various forms of conflicts would therefore, require specific strategies since the root causes may be unique. The study recommends that school administrators and teachers should seek to embrace open systems where everyone is let to air their views and the areas of conflict discussed openly. In addition, they should encourage democratic representation in the choice of leaders namely; prefects, P.T.A members and B.O.G Members. This would help in eliminating the perceived feeling of discrimination or favouritism amongst teachers and students. The schools should also seek to educate all the stakeholders on the best way of solving conflicts. This can be achieved by say starting a peer educator's movement that will create awareness to students about the negative effects of conflict and act as mediators in conflict resolution in schools. It will also serve to identify the parties involved in conflict and exposing them to the whole school so that they face shame and deter from doing the acts in future. The schools should also embrace guidance and counseling programmed since its one of the best way to deter destructive mechanisms of resolving both personal and group conflicts especially amongst students. Guidance and counseling is the most appropriate to control spread of bad inner feelings. (Contains 10 tables.