This study focused on enhancing performance in geography at the School Certificate level, where "equal opportunity" for teaching and learning must be provided to all learners. In this study, "equal opportunity" was taken to be the provision of educational opportunities to all learners without any form of discrimination to enhance performance. For some time now, performance in geography at the School Certificate level in Zambian Secondary Schools has been at the level of under-achievement. From 2010 to 2017, only about 20% of learners in Kabwe District Secondary Schools scored Grades 1 to 4 (Distinction - Merit), while the rest of learners, earned Grades 5 to 9 (Credit - Fail). In this study, earning grades above 4 was considered under-achievement. The purpose of this study was to explore the extent to which the concept, "equal opportunity" was conducted in the teaching and learning of geography. A qualitative approach and a descriptive research design were implored. Two hundred and one (201) key stakeholders participated in the study. The main finding indicated that under-achievement in geography was a result of lack of in-depth individualised learner attention and the main recommendation is that the Ministry of General Education should vigorously implement performance-related learning and teaching practices in schools.