Competence Based Curriculum is a skilled-based education system that has been adopted by various countries to orient students on competent skills. While the proposed curriculum is relevant considering the evolving economic status, the absence of appropriately prepared instructors is one of the significant difficulties thwarting successful execution of competence based curriculum. This study therefore sought to conduct an assessment of teachers’ preparedness in competency based curriculum implementation and learners performance in public primary schools in Awendo-Migori County, Kenya. Specifically the study sought to analyse the influence of teacher’s pedagogical skills in CBC implementation on learners performance in public primary schools in Awendo-Migori county, Kenya to assess the influence of technological skills in CBC implementation on learners performance in public primary schools in Awendo-Migori county, Kenya and to assess the effect of teachers’ self- perceived competency in CBC implementation on learners performance in public primary schools in Awendo-Migori County, Kenya. The study adopted the descriptive survey design. The study targeted 15 primary schools, 50 head teachers 620 teachers and 4,560 lower primary school pupils in Awendo sub-county. As such in sampling the schools, head teachers, teachers and pupils, the researcher considered 30 percent of the target population because the population was as that large. Fifteen schools, 15 head teachers and 180 teachers. The researcher sampled 90 pupil to participate in group discussions. This was a 10 percent of the target population. The study relied on primary data which was collected through use of questionnaires. The study used descriptive statistics for data analysis. The study results were presented through use of tables and figures. The study concludes that teacher’s pedagogical skills in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. In addition, the study concludes that technological skills in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. Further, the study concludes that teachers’ self-perceived competency in CBC implementation influence learners’ performance in public primary schools in Awendo-Migori county Kenya to a very great extent. From the results, this study recommends regular training of teachersi to enhance their pedagogical skills so as to ensure effective implementation of competency based curriculum. In addition, primary school teachers should be equipped with knowledge and skills that will ensure they are able to embrace and integrate ICT

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