Prior to the attainment of political independence by Nigeria, the thinking was that the hindrance to Nigerian strong socio-political, economic, technological and industrial development was the colonial education policies which was aimed at "white cola" "jobs" only. When eventually Nigeria was granted independence in 1960, observers had hoped that the much expected triumphant entry into the era of strong socio-political, economic, technological and industrial development had finally arrived. However, the expectation remained a mere dream. Many scholars and politicians pointed accusing fingers to the educational system inherited from the colonial master - Britain. After many attempts at restructuring Nigerian Education system for the purpose of take-off and accelerated all-round development, the 6-3-3-4 system of education was evolved. The 6-3-3-4 system of education commenced operation in 1982. It appears that this system which is messianic in expectation and operation has not actually discovered the track to the desired objective for which the system is meant to achieve. The desire to unveil the lapses inherent in the implementation of the system at the two-tier secondary school level prompted the choice of this topic. This is because; the foundation o f every choice of vocation is established at the two-tier secondary school level. Furthermore, because of the obvious constraint of time and space, the research is therefore restricted to the secondary school segment of the 6-3-3-4 national policy on education. In pursuance of this objective, five government secondary school located in five local government areas, one secondary school per local government area was vii selected for the research. The thinking is that the colleges being government schools and selected from five local government areas, the condition obtaining in the five colleges will represent a fair reflection of the condition of the other government colleges in the state. Accordingly a survey method of research was evolved for the research. The survey is a set of close ended questionnaire that require the respondent to tick the appropriate options. In the same vein, open ended questions are also provided where necessary to give room to the free opinion of the respondent. This dispensation it is hoped, will provide enough desirable information needed for the exposition of the study. In line with the above, the study is divided into five chapters. Chapter one include the introduction, statement of the problem; objective of the study and the hypothesis. Added to these are the research methodology, source of data, the tools for data analysis, techniques for data analysis and justification for the study-as well as the scope and limitations of the study. Chapter two is the literature review and the theoretical framework while chapter, three looks at the educational system in Nigeria and its problems prior to the advent of the current 6-3-3-4 system of education. In addition, chapter four examines the 6-3-3-4 system of education and the evaluation of the colleges. Included in this chapter also are the research findings and recommendations. Indeed, chapter four is the nerve centre of the study. Chapter five is the last chapter. This chapter is the summary of the research and its conclusion.