This study examined teachers' perceptions and implementation of functional pedagogy for the effective teaching of health science-related subjects in senior secondary schools in Abia State, Nigeria. Grounded in constructivist learning theory, the research explored how teachers of Biology, Physical and Health Education, Agricultural Science, Home Economics, and Civic Education employ learner-centered, activity-based, and problem-solving instructional strategies to enhance students' practical understanding and skill development. A descriptive survey design was adopted, involving a stratified random sample of 300 teachers drawn from public and private schools across the three senatorial zones of Abia State. Data were collected using a validated instrument titled Functional Pedagogy and Teaching Effectiveness Questionnaire (FPTEQ) with a Cronbach Alpha reliability coefficient of 0.83. Descriptive and inferential statistics (mean, standard deviation, t-test, and ANOVA) were used for analysis. Findings revealed that while teachers hold positive perceptions of functional pedagogy, its classroom implementation remains moderate due to challenges such as inadequate instructional materials, large class sizes, and limited professional training. The study recommends continuous professional development programs, provision of adequate teaching resources, and curriculum reforms that promote experiential learning. The findings underscore the transformative role of functional pedagogy in enhancing health science education and advancing Nigeria's pursuit of skill-based, practical, and sustainable learning outcomes.