The developing, industrialized and information-based countries for the past three decades have witnessed a notable shift in the way media and technology are used in schools. As much as teachers of Kiswahili would like to use various media regularly for instruction, they may be faced with barrier(s) for successful use of audiovisual media in classroom situation. The research, therefore, investigated the use of audiovisual media in teaching and learning Kiswahili in secondary schools with a view to finding out the extent to which the use of the media had been successful in creating the need for teachers to supplement the commonly used methods of teaching. Based on the study this paper explores the most frequently used audiovisual media in teaching Kiswahili and the most favoured audiovisual media used. Data was collected from twenty-one public secondary schools drawn from forty-nine schools, representing 42.8% of the public secondary schools in Nandi Central Sub County. These schools comprised two National, five Extra-County and fourteen Sub-County Secondary Schools. Fifty-six teachers and three hundred and forty-three students were randomly selected to participate in the study. The instruments that were used in primary data collection were questionnaire, interview and observation schedules. Mixed methods research design was used. Stratified sampling was used to select and identify categories of schools. Saturated sampling was used to select all teachers of Kiswahili to fill questionnaire whereas respective heads of departments were interviewed. The obtained data was entered into the Statistical Package for Social Sciences (SPSS) for data analysis. The study established that, in the schools where the resources were available, the teachers rarely used or did not use them completely. It was recommended that there was need for the government to subsidize on technology to educational institutions. It is hoped that the research would add up information to the body of knowledge and provide information and guidance for the benefit of teachers of Kiswahili, Heads of Schools and its Management, Sub County, the entire County and indeed the Ministry of Education in Kenya at Large.