This study examined the readiness of Cross River State for the implementation of the Federal Government’s new curriculum, focusing on teacher preparedness, school infrastructure, teaching resources, challenges, and strategies to enhance effective adoption. The study adopted a descriptive survey design, targeting teachers, school administrators, and education officers in public primary and secondary schools across the state. A stratified random sampling technique was used to select 120 respondents. Data were collected through structured questionnaires and interview schedules and analyzed using descriptive statistics (mean, frequency, and percentages) and inferential statistics (Pearson correlation) to test the hypotheses. The findings revealed that the overall level of preparedness of schools and teachers was moderate, with significant gaps in infrastructure, teaching materials, and ICT resources. Major challenges hindering curriculum implementation included inadequate teacher training, poor school infrastructure, limited teaching resources, weak administrative support, and lack of ICT integration. The study also found that teacher preparedness, school infrastructure, and provision of teaching resources were positively and significantly related to effective curriculum implementation. Strategies recommended to enhance readiness included continuous teacher training, provision of adequate infrastructure and instructional materials, strengthening policy and administrative support, engaging communities and stakeholders, and instituting regular assessment and feedback mechanisms. The study concludes that while teachers in Cross River State demonstrate some awareness of the new curriculum, limitations in resources, infrastructure, and professional development hinder effective implementation. A multifaceted approach addressing these challenges is essential for achieving the objectives of the new curriculum and ensuring quality education outcomes.