This study focused on factors influencing curriculum implementation in Commerce in rural Chasefu District. The study was triggered by existing studies which only focussed broadly on curriculum delivery or concentrated on urban schools, leaving a critical gap in understanding rural-specific dynamics. However, the objectives of the study were to identify factors that influence the Curriculum Implementation in Commerce (i.e., Chasefu District in particular), analyse the views of various stakeholders regarding the challenges and establish effective strategies to ameliorate curriculum implementation in commerce.The implication of the study was to offer practical insights and experiences to the Head of Departments, Teachers and Learners in the curriculum implementation of Commerce pathway. The study employed descriptive case study design in order to understand practices and experiences factors influencing curriculum implementation, using qualitative research approach to collect data. The study population was represented by pupils pursing the Business Studies Oriented Career Pathway, Business Studies Teachers and the Heads of Departments (HOD) for Business Studies Department. The study used purposive sampling to select four (4) Head of Departments, twelve (12) Subject Teachers and two hundred twenty-four (224) learners carefully selected from rural four (4) Secondary Schools having Business Studies Oriented Career Pathway. Research instruments chosen for the study were interviews and questionnaire guides. The study used qualitative data analysis to elucidate and analyse data. Findings of the study were tabulated according to study themes related to objectives. Findings revealed that factors that influence the effective implementation of the curriculum in commerce were training and expertise of teachers, resource, instructional leadership and Learner motivation. Further challenges for the study were lack of teaching and learning materials, poor teaching methods attributed by lack of teacher training and Continuous Profession Development. In reference to the challenges, strategies were identified to ameliorate curriculum implementation in Commerce. Based on the findings, the study recommends the Ministry of Education through Curriculum Development Centre (CDC) to provide ongoing training and support for teachers to develop their acumens and confidence in implementing new curricula. The government of Zambia to include budgetary allocation to ensure adequate allocation of resources, such as textbooks, technology, and infrastructure, to support effective curriculum implementation in Commerce. Nonetheless, further research suggests exploring factors inhibiting academic performance in commerce in rural selected secondary schools.