The Government of Lesotho has undertaken a number of policy initiatives in the past to improve education system to be accessible, relevant, efficient, and of the best quality. Contrary to these efforts, a gap continues to exist among curriculum, teaching, assessment and the world of work. This paper investigates the causes of the existing gap from secondary school teachers in Maseru district as implementers of curriculum. This qualitative study usedsemi-structured interviews with open-ended questions, with six teachers in Maseru district. These teachers were purposively selected to take part of the study. The results of the study revealed that the existence of the gap is due to the following factors: teachers' experience, focus on examination, poor education system and lack of coordination between stakeholders, school characteristics, and teachers' capacity. The results further show that teacher development in the form of workshops and teacher-refresher courses is not adequately offered to teachers.