The current drive for Technical Industrial Vocational and Entrepreneurial Education (TIVET) in Kenya promising young people access to practical and vocational skills is a move to make education responsive to developmental needs of the country by promising learners a lifelong education and strategy to strengthen agricultural extension. This is despite the fact that a similar drive involving vocational agriculture between 1959 and 1984 funded by USAID, IDA and the Kenyan government remains a dream evidenced by a more theoretical curriculum lacking strategies for implementation of practical and scientific skills for school leavers. This study sought to determine why despite funding which a major factor for curriculum innovation is and implementation, practical and vocational education remains a wish and not a reality in Kenya. The target population for the study included individuals and institutions with both primary and secondary information on vocational education with reference to the funding for vocational agriculture in Kenya between 1959 and 1984. The study used qualitative research with historical design in which 26 secondary schools with an initial population of 104 respondents where vocational agriculture was taught were purposively sampled. Self-administered interview schedules, visits to schools and education offices archives for documentary sources were used to collect data. The data was synthesized and analyzed qualitatively by building an account on practical and vocational subjects' implementation. This involved selecting, organizing and analyzing the collected data in to topical themes and central ideas and concepts. The findings of this study reveal various challenges to the implementation of practical agriculture including among others emphasis on examinations. The study further shows that the subject remains an ineffective tool for relevancy in education a trend which must be addressed urgently.