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This paper explores alignment between Lesotho secondary Development Studies (DS) teachers’ pedagogical practices and corporate world skills. The study complimentarily employed three research questions in determining approaches teachers employ in DS classrooms, corporate world skills such approaches are intended to promote and availability of necessary resources to support their promotion. Data was generated from six schools using semi-structured interviews and classroom observations. The findings reflected no interface between interviews generated data and observations on teachers’ practices. Despite being highly qualified and experienced, DS teachers in Lesotho are inclined to rote learning and therefore fail to deliver appropriate DS pedagogy for attainment of the desired work competencies. The practiced subject pedagogy is inconsistent with its teaching philosophy, the theoretical framework and complementing theory in this study. The findings suggested that there is need to revise teacher training programmes while also introducing continuous professional development (CPD) to change DS teachers’ pedagogical practices.

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