Abstract: The study investigated biology teachers’ views on practical work in the Nigerian senior secondary schools. Four teacher variables investigated were sex, qualification, years of experience in teaching biology and marking experience as (WAEC/NECO) biology examiner. Five research questions and five main hypotheses were answered and tested, respectively. The method employed was a descriptive one of the survey type. Fifty schools were randomly selected from two towns in Oyo State South Western Nigeria. The towns were selected by purposive sampling technique: forty schools from Ibadan metropolis an urban town and state capital and ten from Saki a rural town North of the state. All the ninety six biology teachers participated in the study. Data was collected using a researcher-designed questionnaire which was validated. A reliability coefficient of 0.85 was obtained using the Pearson Product Moment Correlation Formula. Results indicated that all the biology teachers viewed practical work as very important in the teaching of biology. In addition that biology could not be taught effectively without practical work and that learning and retention of biology concepts by students would not be possible without exposure to practical work. About >80% of the teachers did not agree that practical examination should be replaced with the alternative to practical examination, a theoretical examination on practical work. There was no significant difference in the views of biology teachers on all the research questions. However, Chi-square analysis revealed a significant difference in the views of biology teachers with marking experience and those without on the replacement of the practical examination paper with the alternative to practical. A Chi-square value of 6.38 at 0.05 level of significance. The recommendations made included that shortage of biology teachers be addressed urgently and class size be reduced for adequate teacher-student ratio to ensure conduct of quality practical work in biology.