This study examines the civic engagement among secondary school students in Lakes State, South Sudan, with a critical analysis of the History Curriculum in public secondary education. A mixed-methods approach was employed, combining qualitative and quantitative data collection and analysis methods. The study was grounded in Social Cognitive Theory (SCT) and Critical Pedagogy Theory, which emphasize the importance of observing, imitating, and modeling behaviors, as well as critical thinking, dialogue, and problem-solving in the learning process. A case study design was used, with a sample of 120 history teachers and head teachers from 20 public secondary schools. Data was collected using survey questionnaires and semi-structured interviews with 15 Ministry of Education officials. Thematic analysis was used to identify themes and patterns in the data. The study found that the teaching of history curriculum in Lakes State faces numerous challenges, including lack of qualified teachers, inadequate resources, outdated curriculum, and limited history records. The study's findings suggest that history education can play a crucial role in promoting civic engagement among secondary school students. The study recommends that history education should be reformed to promote critical thinking, historical inquiry, and cultural diversity. Additionally, the study suggests that teachers should be provided with training and support to teach history in a more nuanced and contextualized way, and that community engagement and involvement in history education can help make the subject more relevant and meaningful to students' lives. The study employed a mixed-methods approach, combining qualitative and quantitative data collection and analysis methods. A case study design was used, with a sample of 120 history teachers and head teachers from 20 public secondary schools. Survey questionnaires and semi-structured interviews were used to collect data. The study's findings highlight the impo