The purpose of this study is to find out the effect of training on pedagogical content knowledge on teachers’ performance; in schools within Nakuru North Sub- County, Kenya. The study was carried in the 22 public primary schools in the sub county among the 22 head teacher and 170 school teachers. The study was based on Campbell’s theory of performance and social cognitive theory. A sample of 8 head teachers and 51 public primary school teachers was used. The sample for the head teachers was selected using purposive sampling technique while that of the head teachers was selected using simple random sampling technique. Data for the study was collected by use of questionnaires for teachers and interview schedules for head teachers respectively. Prior to use, the questionnaires were subjected to validity checks and reliability tests. Data collected was analyzed using descriptive statistics (frequencies, means and percentages) and inferential statistics with the aid of the Statistical Package for Social Sciences computer software version 21. Pearson moment correlation (r) was used to establish the relationship between the variables. There was a positive Pearson correlation between Training on Pedagogical Content Knowledge and Teachers’ Performance (r = -0.37, p = 0.802). The study established that the school management and the Ministry of Education will be able to use these findings in formulating appropriate strategies that help enhance teacher performance through their continuous professional development.