This mixed-methods study examined teacher preparedness and implementation challenges in grades 6 and 7 following Bangladesh’s transition to a new experiential learning curriculum. After completing surveys on 211 teachers (106 trained, 105 untrained) and focus groups with trained and untrained teachers from August to December 2023, findings revealed a gap between teacher preparation efforts and readiness. While training improves self-reported preparedness for teaching and assessment, many trained teachers still feel inadequately prepared for implementation. Key implementation barriers include a lack of clarity in the new assessment system and pressure from parents unfamiliar with the curriculum. Additionally, low teacher salaries and skepticism about the curriculum’s appropriateness impacted teacher motivation. Findings highlight the need for redesigning the new curriculum’s programs to focus on practical skills and assessment strategies, establishing clear communication channels, and providing adequate resources to support teachers. By addressing these factors, policymakers and educators can create a more supportive environment for teachers, ultimately leading to a more effective learning experience for students through curriculum enactment.