Application of study technology principles fosters perfect understanding of concepts in teaching and learning. Misunderstood words, lack of mass and steep a gradient have been widely reported in literature to be barriers to studentsâ€™ meaningful learning of Biology. There is dearth of information on Biology teachersâ€™ usage of study technology principles in Kwara State. This study investigated Senior School Biology teachersâ€™ perceptions on the application of study technology principles to instruction in Kwara State, Nigeria. The objectives of the study were to: (i) examine the perceptions of Biology teachers on application of checksheet to instruction; (ii) assess the use of word clearing to instruction; (iii) evaluate the perceptions of Biology teachers on the use of demonstration kit for instruction; (iv) examine the use of the clay table training to instruction; (v) evaluate the use of communication skills to instruction; (vi) determine the differences in academic qualification and years of teaching experience of Biology teachersâ€™ perceptions on study technology principles to instruction; and (vii) determine differences in Biology teachersâ€™ perceptions of study technology principles to instruction based on gender, school type and school location.rnA descriptive research design of the survey type was adopted for the study. The population comprised 964 Biology teachers in Kwara State, Nigeria. A sample of 720 Biology teachers who volunteered to participate in the study were selected using purposive sampling techniques. A researcher-designed questionnaire with reliability coefficient of 0.78 was used for data collection. The data analysis was through Mean (XÌ„) with cut-off score of 2.50, while independent sample t-test and Analysis of Variance (ANOVA) were used to test the hypotheses at 0.05 level of significance.rnThe findings of the study were that:rn(i) Biology teachers had positive perceptions on application of checksheet to instruction (XÌ„ = 3.05);rn(ii) positive perception was reported by the Biology teachers on the use of word clearing (XÌ„ = 3.17); (iii) Biology teachers had high perceptions on the use of demonstration kit (XÌ„ = 2.95);rn(iv) application of clay table training was positively perceived by the Biology teachers (XÌ„ = 3.25);rn(v) there was positive perceptions by Biology teachers on the use of communication skills (XÌ„ = 3.29);rn(vi) there was no significant difference in the perceptions of Biology teachers on the application of study technology principles to instruction based on their academic qualification and years of teaching experience; andrn(vii) there was significant difference in the perceptions of Biology teachers on the application of study technology principles to instruction based on their gender (t(2717)= 0.06, p > 0.05), school type (t(2717)= 0.04; p < 0.05) and school location (t (2717 )= 0.02; p < 0.05).rnThe study concluded that most Biology teachers were favourably disposed to the use of study technology principles in their class instruction. This implies that study technology principles are effective for the teaching and learning of Biology in the senior secondary schools. The study recommended that Biology teachers should make use of study technology principles for better learning.