Teacher perceptions significantly influence implementation of curricula. Competency-Based Education (CBE), in Kenya could not be any different. teacher ‘s positive perceptions that could stem, from adequate training, limited resources, and a clear understanding of the curriculum, can be associated with the successful or failure in CBE implementation. Conversely, negative perceptions, often linked to perceived inadequacies in training or resources, can hinder the process. This study explores the perceptions of pre-primary educators regarding the implementation of the Competency-Based Curriculum (CBC) in Kenya. With the CBC now making a paradigm shift from sheer nurturing of talent to the actual learning outcomes(use of the talents), understanding the views of early childhood educators of the same remains critical, as they serve as the foundation for lifelong learning. The research examines the extent to which pre-primary school teachers understand CBE principles, their preparedness, the resources available, and the opportunities and challenges they encounter during implementation. A qualitative research design was adopted, using interviews and focus group discussions with pre-primary teachers across selected public and private schools. Findings reveal a mixture of optimism and concern among educators -while many appreciate the learner-centered and skills-oriented approach of the CBE, they also report challenges related to limited training, insufficient instructional materials, and high teacher-pupil ratios. The study recommends targeted professional development, improved resource allocation, and supportive policy frameworks to enhance effective CBC implementation at the foundational level.