Functional pedagogy in science education emphasizes learner-centered and activity-driven strategies that connect classroom instruction with real-world scientific practices. This study adopted a desktop research methodology, reviewing both Nigerian and international literature to examine pedagogical approaches that enhance the acquisition of science process skills. Key strategies identified include; inquiry-based learning, activity-based methods, and the integration of digital technologies all of which have been shown to foster core competencies such as observation, experimentation, and analytical reasoning. Empirical evidence from secondary schools in Nigeria demonstrates that structured guided inquiry significantly improves students' mastery of science skills. However, the widespread adoption of functional pedagogy is hindered by infrastructural deficiencies, inadequate teacher preparation, and inconsistent policy implementation. The study concludes that effective integration of functional pedagogy in Nigeria's science education system requires comprehensive curriculum reforms, sustained teacher professional development, strategic investments in school infrastructure, and the establishment of robust policy frameworks that support innovative science instruction.