This mixed-methods study examined the integration of acceptance and respect virtues into Uganda's National Curriculum and developed an evidence-based framework for comprehensive curriculum reform. Conducted between January and June 2024 across Uganda's four regions, the research involved 480 participants including curriculum developers (n=30), head teachers (n=50), teachers (n=250), and students (n=150) from 50 primary and secondary schools selected through stratified random sampling. Data collection employed document analysis, semi-structured questionnaires, classroom observations, and key informant interviews, with quantitative data analyzed using univariate statistics, bivariate tests (chi-square, t-tests, correlations), and binary logistic regression to identify predictors of effective integration. The findings revealed critical deficiencies in curriculum integration, with acceptance significantly underrepresented (M=2.34, SD=1.12) compared to respect (M=3.67, SD=0.98), and an overall integration score of 2.63 (SD=0.87) indicating inadequate systematic incorporation of these virtues. Assessment methods for acceptance and respect were particularly deficient (M=1.98), while practical teaching examples (M=2.45) and teacher guidance materials (M=2.31) were insufficient. Bivariate analysis demonstrated significant urban-rural disparities across resource availability, teacher training, and socio-cultural barriers, with rural schools experiencing substantially higher challenges including teaching material shortages (68.3% vs. 42.5%, p