This chapter analyses the enactment of practical work in Kenyan secondary schools from a narrative inquiry perspective as experienced in the Kenyan secondary school curriculum context. Practical work as one of the modes of instruction plays an important role in the teaching and learning of science. The strategy is widely acknowledged as a way of thinking and investigation that leads to the development of basic science process skills, by engaging learners in authentic and active ‘hands-on’ learning experiences. In this way, practical work offers a framework that has the potential to bridge the perennial theory–practice gap that has captured the minds of education researchers since its outcry by Dewey (1904) a century ago. Scientists, policy makers and educationists agree that high school learners need a basic understanding of practical work in science and technology for them to effectively participate in the current knowledge-based economy. Science teachers need to make explicit how each aspect of practical work reflects scientific investigation and how this relates to learners’ daily experiences. However, much practical work performed in schools is said to be aimless and badly planned. Moreover, the resources and equipment for practical work in most schools are limited. To address this challenge, deliberate efforts to enhance practical work in schools have been initiated in many developing countries. Implications for practical work that reflects authentic scientific inquiry are discussed.