Uganda's introduction of the Competency-Based Curriculum (CBC) at the lower secondary level represents a bold restructuring of educational philosophy a shift from content transmission to skill mastery and applied learning. However, curriculum reform is not enacted in a social vacuum. Community attitudes shaped by cultural beliefs, historical experiences of schooling, and perceptions of what education is for profoundly mediate whether curriculum innovations are embraced, adapted, or subverted at the school level. This article presents a critical analysis of stakeholder perceptions of the CBC in Uganda, drawing on survey data from 1,847 respondents across parent, teacher, student, and community leader categories in eight districts. A structural model of curriculum implementation fidelity is specified and tested through multilevel regression. The study finds that community attitude is a statistically significant predictor of curriculum implementation effectiveness, operating both directly and through its influence on teacher motivation and parental support for learning. Significant regional and socioeconomic variations in attitudes are documented, with implications for differentiated implementation strategies.