In Nigeria, most teachers among other things lack the necessary teaching skills, and mastery of subject matter for effective teaching of mathematics at the secondary school level. These deficiencies have often resulted in high and repeated failure rates in national and standard mathematics examinations. The present study investigated the ability of mathematics teachers to construct practical and realistic word problems in bearing and distance toward mitigating the deficiencies. The research methods adopted were exploratory and descriptive surveys due to the need to explore and analyze the abilities using quantitative techniques. Sample consisted of 292 (35.48%) mathematics teachers who took part in the in-service training workshop organized by the Mathematical Association of Nigeria (MAN) in Plateau state, Nigeria. Purposive sampling technique was used to select the sample that involved the workshop participants only. The instrument ‘construction of practical and realistic word problems in bearing and distance test (CPRWPBDT)’ was used for data collection while the analysis was carried out using simple percentages, mean scores and one-way ANOVA. The findings of the study among other things revealed that the mathematics teacher participants constructed practical and realistic word problems in bearing and distance within 91.67% completion rate, 70.45% of the problems constructed were within the context, at least 75% rate of correctness with little difficulties/errors was observed in sketching (65.90%), and reality (40.90%). The variations observed within the participants in the construction of the problems were statistically not significant. Thus it was recommended among other things that mathematics teachers should undergo regular in-service workshop training to help in developing essential skills themselves for constructing practical/realistic word problems in bearing and distance; and should avoid unnecessary errors for meaningful teaching and learning of bearing and distance.