This study was instigated by the urgent need for sufficient content knowledge and skills of teaching secondary school biology in Kenya, whose lack thereof has occasioned consistent poor performance by students in national examinations for the last 9 years. The study was implemented using the descriptive survey research design and was conducted in selected universities across the Republic of Kenya and public secondary schools in Bungoma County, Kenya. The target populations were 4000 fourth year undergraduate Biology education students on their teaching practice, who were all selected from Kenyan public universities that offer Bachelor of Education Science degree program. A sample of 400 undergraduate students was selected from 3 universities and used as respondents by simple random sampling technique. Data were collected using observation checklists. A pilot study was carried out two weeks to the actual study, to assess the suitability of these research instruments for collecting the required data before the actual study. Validity of the instruments was assessed using the Rasch Model, while reliability of the quantitative ones was assessed using the test-retest method. The collected data were analyzed using descriptive measures namely; frequencies, means and percentages. Results revealed that the sampled pre-service Biology teachers’ content knowledge and skills needed to teach Biology in Kenyan secondary schools was average hence insufficient for effective implementation of the Biology curriculum.