This study examined stakeholders' perceptions of Civic Education practices among Upper Basic school students in Moro, Kwara State, Nigeria. Using a descriptive survey design, 391 participants — comprising teachers, students, parents, and community leaders — were selected via simple random sampling. A validated questionnaire (Cronbach's α = 0.87) assessed perceptions on a 4-point Likert scale. Findings indicate broad recognition of Civic Education's role in fostering student engagement, responsibility, discipline, and leadership, with support ranging f rom 61–78% across stakeholder groups. However, concerns persist regarding poor implementation, insufficient policy support, and non-interactive teaching methods. An independent samples t-test revealed a statistically significant gender difference, and a on e-way ANOVA (F = 5.115, p = .002) confirmed significant differences across groups. The study recommends specialized teacher training, learner- centred pedagogies, curriculum modernization, and stronger policy frameworks to enhance Civic Education delivery.