Background <p>Effective communication between teachers and learners is crucial for a productive educational environment. This study explores communication challenges in secondary schools in Bahati Sub County, Nakuru, Kenya, focusing on linguistic features and politeness markers used in teacher-learner interactions.</p> Objective <p>To identify communication challenges between form one learners and teachers and examine the usage of politeness markers and illocutionary acts in these interactions.</p> Methodology <p>A mixed-methods approach was employed, involving questionnaires with both open- and closed-ended questions administered to learners and teachers. Quantitative data were compiled and analyzed using Excel^®, while qualitative data were interpreted through thematic analysis.</p> Findings <p>The study identified frequent use of politeness markers such as <i>please</i>,<i> kindly</i>, and <i>excuse me</i>. Despite this, imposing modals were more common, reflecting a preference for directive illocutionary acts, which are generally considered impolite. Most interlocutors demonstrated less politeness during interactions, particularly when addressing colleagues or when communication did not serve their personal interests. Greater politeness was observed when participants addressed seniors or sought assistance.</p> Conclusion <p>The prevalence of directive illocutionary acts hinders effective communication between teachers and learners, impacting conversational quality and communication goals. Addressing these linguistic challenges by fostering politer communication strategies could enhance the educational experience.</p>