The study aimed at getting pupils’ and teachers’ perception of learner-centred methodologies in the teaching and learning of history in selected high schools in Mongu district, Western Province of Zambia. Learner-centred learning is an approach to teaching that is increasingly being emphasised in many countries in the world today and the Zambian education system is not an exception. This has seen a change in focus from traditional teaching methods to learner- centred methods. Although these methods are emphasised to trainee teachers at the Universities and Colleges of education in Zambia, little is known about the extent to which these methods are used in the teaching and learning of history in schools and what pupils’ and teachers’ perceptions are about them. A descriptive design was used in the study. The population consisted of all grade 12 pupils who took history and teachers who taught history. The sample comprised of 100 grade 12 pupils and 20 teachers. Purposive sampling and stratified random sampling techniques were used. Data was collected using Likert scale questionnaires, focus group discussion guides and semi-structured interviews schedules. Data was analysed using thematic analysis and the Statistical Package for Social Sciences. Findings showed that teachers do not frequently use learner-centred methods in the teaching and learning process of history. Results also indicated that learners are interested in learner-centred methods. The study revealed that the most preferred learner-centred methods by both pupils and teachers were: class discussion, group discussion, debate, field trips, discovery learning, brainstorming, role play and drama.