This study investigated the Child Rights Act in the education of orphans and vulnerable children in Junior Secondary Schools in Rivers State, Nigeria as an imperative for sustainable development. Two research questions and two hypotheses guided the study. A descriptive research design was adopted. The population comprised all the 7,492 teachers in the 322 public Junior Secondary Schools in Rivers State. A sample of 749 teachers (603 experienced and 146 less experienced), representing 10% of the population was drawn using both the simple random sampling and proportionate stratified random sampling techniques. The instrument that was used for data collection was a researcher-based 17-item questionnaire entitled: “Child Rights Act in the Education of Orphans and Vulnerable Children Questionnaire” and it was structured after the four-point modified Likert rating scale. The internal consistency of the instrument was determined using Cronbach’s Alpha formula. Reliability coefficients of 0.79 and 0.76 were obtained respectively for the two sections of the instrument, which showed that the instrument was reliable. Mean and standard deviation were used to answer the research questions while zest was used in testing the null hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that teachers’ level of awareness of Child Rights Act is still low in Junior Secondary Schools in Rivers State after two decades it was domesticated. Based on the findings, it was recommended, among others, that workshops, seminars and conferences on Child Rights Act should constantly be organized for teachers so as to raise consciousness among them and make them aware of their civic responsibilities for the children that are entrusted under their care.