Open AccessThis paper reports on some of the factors that draw back effective teaching of technical subjects at high school level. The study was necessitated by the massive donation of textbooks in other subject areas by UNICEF in its Zimbabwe Education Transition Fund. The fund was targeted at reducing student to textbook ratio to 1:1 in all subjects. The researchers sought to establish the resource status of secondary schools in the field of Technical Education. Focus was on the availability, relevance, adequacy and state of material resources (books, tools and equipment) and quality of human resources based on qualification and teaching experience. The study included twenty randomly selected high schools in Harare, with Heads of Departments acting as chief respondents. The study was delimited to two subject areas namely; Agriculture and Building Studies. Data was collected using predominantly close-ended questionnaire, with most items weighted on a 5-point Likert scale. Windows SPSS statistics 17.0 was used for data analysis. The main findings, among others included; inadequately qualified teaching personnel, inadequate textbooks, tools and equipment, obsolete tools and equipment and a rather weak support of technical subject departments by school heads. The study calls for the responsible ministry and corporate world to assist in the funding of technical subjects, as these are considered the panacea to a country’s unemployment burden.