This study presents the views of stakeholders in Sub-Saharan Africa SSA on the present status of practical physics teaching in the secondary schools of the region and the obstacles to improvement. Their views have been analysed to establish critical factors that govern practice and have guided the formulation of a system description of the influences on the learning of practical physics. This study puts systemic understanding in the foreground and argues that such insights are critical to future reforms. Data were collected from four countries in SSA. Qualitative data were gathered from student focus groups and semi-structured interviews with school staff, ministry officials and educationalists. Illustrative quotes are reported extensively in the paper. The comments were transcribed and coded to identify common themes and factors. Quantitative surveys were carried out with students and physics teachers. The range of data acquisition is crucial in offering conclusions and suggestions that are of broader SSA relevance. The study confirms the expected wide gap between practices in the countries studied and economically developed countries. This gap is attributable to lack of material resource, limited teacher skills and staff development, ambivalent attitudes to practical work, prioritisation of 'theory', lack of interest in inquiry, neglect of relevant assessment and absence of relevant employment. An influence diagram was generated showing the strong connections between these and wider social and cultural factors. The study shows that effective reform requires a broad and politically attractive change.