This study explored the use of Study Circles in the teaching of Social studies in Malawi’s community day secondary schools especially in Blantyre Urban. The study used a qualitative research design powered by a case study in which data was generated through in-depth interviews, Focus Group Discussions, document analysis and observations. Ryan’s (1963), Teacher behaviour theory was used as the theoretical framework. The theory was used in the analysis, interpretation and discussion of the findings. The study engaged thirty participants. One of the main findings of the study indicates that participatory pedagogies are employed when using Study Circles. These pedagogies are: discussion, question and answer, presentations, explanation and role play. The study further revealed various assessment techniques that are used in order to determine the functionality of Study Circles. The techniques include presentations, question and answer, observations and role-play. Apart from helping in improving students’ academic performance in exercises, tests and national examinations, the study has also established that SCs help in skill acquisition and social behaviour change. Finally, the study found that teachers face different challenges when using Study Circles. These include shortage of teaching and learning resources, lack of dedication towards Study Circles among the students and unfriendly weather. Among the many implications of the study is that teachers and schools should be free to make some modifications to the Study Circles innovation to fit their needs and environment for its effectiveness and sustainability.