The study examined the relationship between teachers’ attitude and the implementation of the CompetenceBased Curriculum (CBC) in public secondary schools in Uganda. The research aimed to determine how teachers’ perceptions, motivation, professional competence, administrative support, and resistance to change influenced the successful implementation of CBC. A descriptive and correlational research design was adopted, and data were collected from 220 teachers and school administrators using questionnaires and interviews. Quantitative data were analyzed using multiple linear regression, while qualitative responses were thematically integrated to enrich interpretation. The results revealed a statistically significant relationship between teachers’ attitude and the implementation of CBC (R = 0.756, R² = 0.571, F = 57.61, p < 0.01), indicating that 57.1% of the variation in CBC implementation was explained by teachers’ attitude-related factors. Teachers’ perception towards CBC objectives (β = 0.418, p = 0.000), motivation and commitment (β = 0.353, p = 0.002), professional competence (β = 0.332, p = 0.001), and administrative and peer support (β = 0.285, p = 0.003) had significant positive effects on curriculum implementation. However, resistance to change had a negative and significant effect (β = -0.227, p = 0.008). The findings suggested that teachers who understood and appreciated the goals of CBC, felt motivated, and received adequate training and support were more likely to apply competence-based teaching strategies effectively. Conversely, teachers who resisted change due to lack of training, heavy workload, and inadequate resources were less committed to implementing the curriculum. It was concluded that teachers’ attitudes play a decisive role in determining the success of the Competence-Based Curriculum. Positive attitudes characterized by enthusiasm, professional confidence, and collaboration significantly enhanced the delivery of CBC, while negative perceptions and low motivation impeded progress. The study emphasized that curriculum reforms cannot succeed without addressing teachers’ beliefs, readiness, and capacity. The study recommended that the Ministry of Education and Sports (MoES) and the National Curriculum Development Centre (NCDC) should invest in continuous professional development, organize regular CBC workshops, and establish school-based mentorship programs to improve teachers’ competence and confidence. Motivation should be strengthened through recognition schemes, improved working conditions, and adequate instructional materials. School administrators should also foster teamwork and peer learning communities to sustain positive attitudes towards CBC.