Competency based curriculum is a new programme in Kenya whose implementation faces a myriad of challenges amid the posted successes. The curriculum was rolled out in the year 2017 and quite some successes cannot be underestimated. This study examined the teacher-level of factor as a precursor of effective implementation of the CBC. The study focused all pre-primary school centres in Embu County against the teachers’ competencies besides exploring the CBC implementation levels since its inception. The study was anchored on the theory of curriculum implementation (Gross, 1971). Purposive sampling was employed in identifying the study locale whereas simple random sampling was employed to draw a study sample size of 10%. Ex post facto research design was adopted since there was no manipulation of the study variables whose influence was already experienced. An exploratory survey methodology was utilized in collecting data. Data was collected using questionnaire, a check-list and an interview schedule. Data was analyzed using descriptive techniques with the help of the SPSS version 29. Results indicated low levels of CBC implementation and recommended teacher related factors to be addressed to mitigate the low level of CBC implementation particularly at the lower primary school grades. Pre-primary school teacher-competencies were found wanting despite indication of rigorous training sessions for lower primary school teachers. Meaning more emphasis was laid on lower primary school teachers than on all lower primary grades pre-primary school center teachers. All teachers require the training on CBC particularly those at foundational grades including Pre-primary teachers. The study therefore recommends that the government should scale up a series of induction/training programs in order to retool teachers’ pedagogical competencies. This will enhance CBC implementation and up take at all levels.