This study examined the strategies teachers employ to engage pupils in learning and the extent to which these strategies influence pupils’ active participation in classroom activities in primary schools in Enugu Education Zone, Enugu State. A descriptive survey research design was adopted, involving a population of 1,471 public primary school teachers. Using the Taro Yamane formula, a sample of 305 teachers (285 females and 20 males) was selected. Data were collected through a validated questionnaire with a reliability index of 0.87, determined via a trial test in Agbani Education Zone. Data analysis was conducted using mean, standard deviation, and independent sample t-tests at a 0.05 significance level. Findings revealed that teachers employed a range of engagement strategies—including group discussions, inquiry-based learning, storytelling, and the use of real-life scenarios—which significantly promoted pupils’ active participation. Classroom management practices also played a pivotal role in enhancing learning outcomes. Based on these findings, the study concludes that while teachers are making efforts to engage pupils, their impact is limited by resource and capacity constraints. It recommends: that increased provision of instructional materials and technology and that regular professional development on modern engagement and classroom management strategies. These interventions aim to enhance teaching quality and improve learning outcomes across primary schools in Enugu Education Zone