This study was carried out to investigate teachers and students perception of practical agricultural lessons in Nigerian secondary schools and the implication. One research question of 17 questionnaire items guided the study. 180 students and 72 non-agricultural science teachers from selected secondary schools in Ogun State in the South-West of Nigeria formed the sample of the study. Data collected from the responses on the research questionnaire were analysed using frequency and mean. Findings from the study indicated that practical agriculture lessons take much time, it involves lots of drudgery with little or no remunerations, can at times be confused with the school punishment and that agriculture teachers are often seen as too greedy and unnecessary harsh etc. Based on the findings, recommendations and the strategic approach through curriculum innovations to improve on the rights of the child in the school and in the society were suggested.