This article studied the obstacles that social science curricula teachers face when enhancing life skills for community secondary school students in Tanzania’s Mbeya region. The study’s goal was to look into the obstacles that teachers of social science curricula confront when enhancing students’ life skills acquisition. The study applied a qualitative research approach. Data collection was done through focus group discussions. This study used a non-probability sampling technique and a case study research design. The study consisted of ten focus group conversations, each with six participants. This study regards social science curricula as geography, history, and civics taught in ordinary-level community secondary schools. The study findings indicated that social science curricula teachers experience different obstacles during the enhancement of the social science curricula. Such obstacles were the lack laboratory, poor infrastructure, lack of teaching and learning materials, poverty, Internet access, language of instruction, insufficient library service and in-service training. Based on the identified obstacles, this study indicates that the government must take effective steps to improve the teaching and learning environment. The study suggests that such hurdles must be overcome to support teachers in enhancing pupils’ learning of life skills. The research proposes that the government should take strong steps to reduce difficulties by strengthening infrastructure and solving the existing obstacles.