This study examined English language teachers’ knowledge and usage of Task-Based Language Teaching (TBLT) in secondary schools in Ibarapa Central Local Government Area, Nigeria. The study specifically investigated teachers’ level of knowledge of TBLT and the extent to which they utilise TBLT strategies in classroom instruction. A descriptive survey research design was adopted for the study, while total enumeration of English language teachers in Ibarapa Central Local Government Area was used. Data were collected using a TBLT knowledge test and a classroom usage assessment tool, while descriptive statistics such as mean and standard deviation were used for data analysis. The findings revealed that English language teachers possessed a high level of knowledge of Task-Based Language Teaching. The study further revealed that teachers moderately utilised TBLT strategies in classroom instruction. Although teachers demonstrated competence in areas such as classroom management, task variation, and reflection on lesson outcomes, some aspects of TBLT implementation, including the use of authentic materials, communicative task planning, learner interaction, and integration of language skills, were not consistently applied. The study concluded that English language teachers in Ibarapa Central Local Government Area, Nigeria, are knowledgeable about Task-Based Language Teaching and moderately utilise its strategies in English language instruction. The study therefore recommends continuous professional development programmes and practical training aimed at improving the effective implementation of TBLTstrategies in secondary school classrooms.