Introduction Implementation of secondary school curriculum entails putting into practice the officially prescribed courses of study, syllabuses and subjects. According to Cohen and Hill (2012), the process of curriculum implementation involves helping the learner to acquire knowledge or experience. It is vital to note that implementation of secondary school curriculum takes place as a strategy to enable the learner to acquire experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function effectively in a society (Beane, 2012). Curriculum, as an academic plan, is the way content is designed and developed. The process includes the structure, organization, and balance of the materials. Implementation of secondary school curriculum therefore refers to how the planned or officially designed course of study is translated by the teacher from syllabuses into schemes of work and lesson plans to be delivered to learners (Beane, 2012). Teachers play a critical role in the implementation of curriculum. Cognizant of this assertion, Cohen and Hill (2012) further posit that, in London, teachers are considered to have a critical role for the actualization of the ideas in the secondary school curriculum. Curriculum change, however, standing alone is not adequate for providing high quality of education rather there is a need for good implementers of those developed curriculums. According to Cohen and Hill (2012), teachers are the principal actors who transfer all the theoretical information into real classroom setting, whenever there is an implementation of a new curriculum, the issue of whether secondary school teachers are facing problems in the process of implementation or not are triggered. In curriculum implementation, both personal and environmental factors of teachers, as secondary school curriculum implementers, are effective. However, an observation as an educator is that teachers are still using the traditional method