Successful implementation of the Biology curriculum has suffered which has resulted in low biological achievement. The objectives were: to determine the extent to which teaching methods influence implementation of Biology curriculum Bahati Sub County, to determine the extent to which assessment methods influence implementation of Biology curriculum Bahati Sub County and to assess influence of teachers’ characteristics on implementation of Biology curriculum Bahati Sub County. Descriptive design was chosen for the study and based in Bahati Sub County area amongst targeting Biology teachers. The participants were chosen using a simple random sampling method. Krejcie & Morgan table used to develop the sample of 103. Data was obtained through structured questionnaires. In this analysis, instruments reliability was calculated by split-half method, while supervisor also validates testing tools. The findings show that use of teaching methods significantly influences curriculum implementation in Biology (β=0.449; p=0.000). Secondly, assessment methods negatively influence curriculum implementation in Biology (β=-0.155; p=0.363). Lastly, teachers’ characteristics significantly influence curriculum implementation in Biology (β=0.484; p=0.001). A conclusion made that use of inquiry method, project-based teaching; problem solving method could enhance proper curriculum implementation. It was evident that assessment methods that are significant in the implementation of Biology curriculum include provision of timely feedback on examination, conducting outdoor student assessment tests, administering mid-year examinations with at least a practical. Lastly, teachers’ characteristics that are important in curriculum implementation include teachers’ class workload, student-teacher ratio, in-service training on instructional practices and teaching experience.

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