The growing interest in Yorùbá as a second or foreign language has increased the need for effective instructional approaches that address both linguistic and cultural complexities. This study investigates tutors’ perceptions of the goal-based approach in the teaching of Yorùbá to non-native learners in Nigeria. Adopting a descriptive survey design, data were collected through an online questionnaire administered to fifty-seven tutors of Yorùbá as a second or foreign language. Descriptive statistics were used for data analysis. The findings indicate that tutors perceive the goal-based approach as effective in enhancing instructional clarity, learner engagement, communicative language use, and assessment practices. However, challenges such as increased preparation time, limited instructional materials, and insufficient training was also identified. The study underscores the potential of goal-based instruction for improving Yorùbá language pedagogy, while highlighting the need for institutional support and tutor professional development.