Purpose: This paper buttress the importance of training teachers on use of Information and Communication Technology (ICT) as one of the major boosters the government could support implementation of ICT curriculum in Cameroon public primary schools. This study examined teachers’ level of training on ICT and implementation of ICT curriculum in some public primary schools in Mezam Division. Methodology: The study employed a mixed method research design consisting of a cross sectional survey and an interpretive phenomenology.  The sample was made up of 375 teachers and 72 head teachers who were teaching in public primary schools in Mezam Division. Data was collected using questionnaires and interview guide. Data obtained was analyzed using descriptive statistical tools and thematic analysis approach. Findings: The study found that teachers’ level of training on ICT has a positive and significant influence on implementation of ICT curriculum. In order to become confident users in the classrooms, teachers require extensive, on-going exposure to ICTs to be able to develop their ICT competences, evlauate and select the most appropriate resources. Not only does training aid teachers in the development of ICT competence, it equally helps teachers to recognise ICT as an essential teaching and an enabler of other teaching and learning practices. Conclusion: This study conclude that teachers’ level of training influences the implementation of ICT curriculum. Recommendations: The study recommend that teacher training colleges should ensure that the period given for practical implementation of ICT curriculum is proportionate to the period spent in class to acquire theory on the implementation of ICT curriculum. The study also recommend Ministry of Education as well as the Regional Pedagogic Inspectors for ICT to organize regular and practical in-service training with demonstration lessons that help teachers develop basic, intermediate and advanced ICT skills.