This paper investigates the effect of teaching licensing on effective teaching practices in primary education and seeks to determine if the licensing process improves instructional quality and student performance. The study employs a mixed method research design comprising quantitative techniques such as Pearson correlation analysis and independent sample t-tests, as well as qualitative techniques including interviews and thematic analysis of classroom observations. Quantitative analysis revealed a strong positive relationship (p < 0.01) between teaching licensure and student academic performance, with students taught by licensed teachers significantly outperformed those taught by non-licensed teachers (mean score of 85.4 vs. 78.2). The results of the t test confirm a statistically significant difference (p < 0.05), indicating that, licensed teachers use more effective instructional strategies. Qualitative findings suggest that teacher licensure results in higher levels of teacher pedagogical practices, but with accompanying challenges including an overemphasis on theoretical knowledge at the expense of practical skills and bureaucratic obstacles in the teacher licensure process. Overall, the study supports the conclusion that teacher licensure contributes to improved teaching quality and student outcomes while highlighting areas in need of policy reform.