This paper discusses the challenges Nigerian teachers are facing in public secondary schools [Government owned schools] and its effects on the present rising students dropouts. Secondary school in Nigeria is an educational stage to be attended by students after primary school and before tertiary institutions. This is a period for youth direction on subject specialization, leading to issues of professionalization base on subject compartmentalization and choice of higher institution. The significance attached to this requires productive school climate with efficient resources for teaching and learning. Nigeria public secondary schools climate are facing the challenges of inadequate professional capability, poor school preparatory ground and absence of facilities to cater for students. In terms of curriculum contents there is a total mismatch between stated policy on education and the provision of teaching facilities and structural preparation. These over stretched public secondary school problems which cannot be managed by authority and be accepted by education clients had led to frequent absenteeism, poor performance and constant student’s dropout. This easily predicts the future of unproductive youths and these classes of citizens will be unskilled and unproductive. Thus, teachers are strongly finding it difficult to meet up to the expectations of teaching profession, because the school climate is not conducive for both teaching [teacher] and learning [student].