Drug and alcohol are significant problems that affect school-age adolescence at earlier age than in the past. Young people frequently start to experiment alcohol, tobacco, and other drugs during the middle school years, with a smaller number beginning during middle school years, and a smaller number starting during high school. The purpose of this study was to look into challenges faced by teachers and learners on drug and substance abuse in selected public secondary schools in Kenya. The research was based on social learning theory. The research was conducted in Nandi County schools in Kenya. Twenty four randomly selected schools out of 235 county schools were engaged in the study. A sample size of 1292 respondents was obtained using purposive and simple random sampling techniques. The participants included Deputy Principals, Counselors, and teachers teaching Life Skills subject, students and Focus Discussions Groups. Questionnaires and structured interviews were used to collect the data. The data collected was analyzed using descriptive statistics, frequency tables and percentages. The findings of this study revealed that more than half (65%) of all respondents pointed out that there was poor implementation of drug abuse policies that hinder drug abuse decline among students in public secondary schools. More than half (54%) indicated that family challenges were pressing and most critical hindrances towards decline of drug abuse among secondary schools. Majority (85%) of the respondents, Deputy Principals, Life Skills teacher and Counselors, Focus Discussion Group reported that frustrations have made students to abuse drugs. Most respondents (85%) of the four major groups combined, Deputy Principals, Life Skill Teachers, Counselors, Focus Discussion Groups pointed out day school students was one of the critical challenge in drug abuse reduction among students in public schools.