Abstract: The shift from teacher-centered to student-centered (SC) learning has posed significant challenges worldwide, particularly in plant anatomy instruction. This study aims to analyze the difficulties faced in adopting a SC approach in plant anatomy education and highlights successful strategies with a focus on Nyamasheke District, Rwanda. The research employed a mixed-method design incorporating both quantitative and qualitative approaches. A purposive sampling technique was employed to select 83 from 105 targeted Biology teachers to participate in the study. Data were collected using questionnaires and observation checklist. Quantitative data were analyzed using SPSS version 25 while qualitative data underwent thematic analysis where themes were delivered by carefully reviewing the observation records to identify recurring patterns and emerging ideas. Findings indicate that the main challenges include limited resources, large class sizes, time constraints, language barriers and lack of field trip. Solutions include hands-on learning, teacher dedication, use of educational technologies and lesson improvisation. The study recommends capacity building to the teachers focusing language improvement and effective use of available resources.