This study investigated Application of Classroom Management Techniques in Secondary Schools in Oyun Local Government Area of Kwara State, Nigeria. The study was carried out with seven objectives among which are to examine the opinions of principals, teachers and inspector on the application of time management, application of reward and application of punishment during classroom management in secondary schools in Oyun Local Government Area of Kwara State, Nigeria. Seven research questions were raised in line with the objectives and the hypotheses. Relevant literatures were reviewed on the key variables of the study. Descriptive research design was used in this study. The population of the study was 340 with the sample size of 19 principals, 283 teachers and 38 inspectors, making a total of 340 used as the sample. The instrument used for the study was structured questionnaire, tagged "Classroom Management Technique Questionnaire (CMTQ)". This instrument was validated by the researcher supervisors and pilot tested, which showed a reliability index of 0.94. The demographic data of the respondents were analyzed using frequency count and percentages while mean and standard deviation were used to answer the research questions. All the hypotheses were tested using Analysis of Variance (ANOVA) at 0.05 level of significance. Findings from the study showed that, there was low level of communication between the teacher and student about what to do on the application of time management in secondary schools and poor application of group participation by the students does not encouraged and maintained their academic and social relations in secondary schools in Oyun Local Government Area of Kwara State, Nigeria. In view of these findings, the study concluded that the teacher ability to handle unpleasant behaviour in the classroom sets an example for students to see the necessity to behave themselves. Recommendations was made among others that time management skills of the teacher during classroom instruction should be sustained while efforts should be directed towards avoiding those factors that constitute impediments to their time management skills; the use of reward during classroom instruction should be regulated as this may be encouraging docility and defense to authority rather than originality and spontaneity of effort; and application of punishment during classroom instruction should be made a temporary drive as students always associate fear of pain with study, and it is not healthy to keep students under a permanent state of siege.