The launching of the 8-4-4 system of education in Kenya in 1985 caught education planners by storm, promising to transform and manage the curriculum to be practically and innovatively oriented in meeting the changing demands of society. While it heralded, a revitalized education system, it failed to tackle the entrenched White-Collar myth in the society, locate the source of sustained funding for a practical-oriented curriculum, and hence its goals and aspirations remain a mirage. Thirty years later, school agriculture remains an empty shell without the elements of practical and problem-solving strategies it is supposed to have. It is not clear as to how or what has caused the erosion of the philosophical foundations of school agriculture, a subject which, at its introduction in 1959, was greeted with optimism on rural transformation and poverty eradication. The target population for the study included individuals and institutions with both primary and secondary information on strategies for practical and vocational curriculum implementation. The study employed a qualitative historical design, purposively sampling 23 secondary schools (92 respondents). Data were gathered through self-administered interviews, school visits, and archival documents, then organized into themes for analysis. Findings reveal that, despite emphasis on practical education, agriculture teaching has become largely theoretical, undermining its vocational and practical relevance.