The focus of this study was an evaluation of teacher performances inrnimplementing secondary school Geography curriculum. It attempted also torndescribe problems to implementation of the curriculum . The study used arnqualitative case study design to understand the problem . The main datarncollection instruments were open observations, semi structured interviews andrndocuments.rnFindings indicate inappropriate formulation and use of instructional objectives,rninability to cover portions in textbooks within available time, and not using arnvariety of instructional methods. In efficient use of instructional materials, andrncontinuous tests not continuous assessments were also major areas ofrnweaknesses observed .rnVarious problems to the implementation such as, discordance between contentsrnand allotted time, large class size, students' inability to communicate in Englishrnand the loss of student interest were raised and discussed. Teacher lack ofrncommitment, the weak collegiality among academic communities in the school,rnweak guidance and management on the part of instructional leaders were alsornobserved as hindrances.rnFinally the study forwarded some points of consideration that, all thernimplementation activities should not be left only to teachers. Subject specificrnsupport groups (panels) need to be established least at zonal level to support thernsystem. Some content arrangements in student text books, particularly bringingrnthe map reading section to the beginning part of the textbooks, and minimizingrncontents or extending periods allotted are among recommended points