This study assessed the paedagogical-capacity building needs of agricultural science teachers for effective lesson delivery in secondary schools in Kwara State, Nigeria. The study was conducted with five objectives and five corresponding research questions and five null hypotheses were formulated and tested. The study adopted descriptive survey research design. A total of 200 agricultural science teachers and principals were respondents in the study. Structured questionnaire tagged Paedagogical-capacity building Needs Questionnaire (PCBNQ) designed by the researcher was used for data collection. The instrument was face validated by three experts and a sample of 20 teachers and principals were used to determine the reliability of the instrument using Cronbach alpha technique with a coefficient of 0.890. Data was analyzed using descriptive statistics to answer the research questions while independent t-test was used to test the null hypotheses at 0.05 level of significance. There was no significant difference in the views of respondents on the paedagogical-capacity building needs of agricultural science teachers in all 25 items and Hypotheses no differences was accepted. This study findings among others revealed that there is no significant difference in the mean score of despondence in paedagogical-capacity building need in proper planning of instructions in secondary schools in Kwara State. Based on the findings of this study, it is recommended among others that agricultural science teachers should be sent on in-service trainings in the areas of instructional planning and teaching methods to improve paedagogical-capacity building need of teachers for better instructional resource organization in secondary schools.