This qualitative study was carried out to investigate teachers’ awareness and perception of schema-based instructional strategies for teaching English polysemic words in Ado-Ekiti, Ekiti State. The qualitative research design was adopted for the study. The sample for this study comprised 20 English teachers. The instruments used for data collection were interview guides on teachers awareness and perception of schema-based instructional strategy in Teaching English Polysemic Words. The data collected was analysed using content analysis. Findings showed that many of the participants were aware and understood what the Schema-based Instructional strategy is and implemented activities around the strategy in their classrooms. Findings also showed that teachers positively perceive Schema-based instructional Strategy to be effective in enhancing students’ understanding of Polysemic words. Based on the findings, it is recommended that the government, curriculum developers and other stakeholders should intentionally include polysemy as a topic in the curriculum for secondary schools with the best instructional strategies, resources, facilities and guide to teaching it effectively. They should integrate its application to English language teaching ensuring it features prominently trainings, workshops, seminars and conferences designed for teachers. There should be more publicity on the theory and the schema -based strategy.