This paper examines the usefulness of business subjects’ student clubs. It shows that Botswana secondary education system fails to take advantage of possible educational benefits of such programs. Policy documents provide very little information on subject clubs on their composition and how they should be effectively operated. The paper also identifies some of the benefits of clubs accrued towards learners which include increased academic engagement, civic, engagement, career self-efficacy and employability skills. Teachers also benefit in that they get opportunities to build rapport with learners in a less formal environment that rewards effort without punishing mistakes. They also get opportunity to learn new topic, network with other professionals and have access to more resources that can enrich their business classrooms. Furthermore, the paper invokes Astin’s theory of involvement, recommending its use in the operation of business clubs in a way that harnesses their potential benefits.

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