Onek Denis Amooti2026-09-302026-09-302026-06-17http://hdl.handle.net/20.500.14270/948This study examined teachers’ preparedness and the implementation of the Lower Secondary Curriculum in secondary schools in Amuru District, Uganda. The study aimed at establishing whether teachers possess the knowledge, pedagogical skills, assessment competence, and classroom management abilities required for effective implementation of the competency-based curriculum. A descriptive research design employing both qualitative and quantitative approaches was used. Data were collected from teachers, head teachers, and students through questionnaires and interviews, Findings revealed that the level of teacher preparedness in Amuru District is generally high, particularly in subject content mastery, learner centered teaching methods, and continuous assessment practices. The study also found that teachers who attended curriculum orientation and professional development programs implemented the curriculum more effectively. However, challenges such as inadequate instructional materials, limited ICT facilities, and insufficient refresher training still affected implementation in some schools. The study concludes that effective implementation of the Lower Secondary Curriculum largely depends on continuous teacher support and adequate learning resources. It recommends regular capacity building and increased stakeholder support to strengthen curriculum implementation in secondary schools.en