The main purpose of the study was to investigate the implementation of the History subject revised curriculum in the Khomas region,Namibia.This is because the implementation process plays a critical role in the performance of teachers and learnersThe study adopted a qualitative case study research methodology.A qualitative research design was through the use of semi-structured interviews and open-ended questions which were administered to 11 teachers,2 school principals,2 social sciences Heads of Departments and 8 history learners.The qualitative research design was based on the analysis of the individual interviews with teachers and learners and a literature review of the Ministry of Basic Education,Arts and Culture documents in the Khomas region,Namibia.The study aim was to investigate the Namibian basic education’s History subject revised curriculum implementation in the Khomas region In a bid to attain this main objective,the researcher considered the following aspects:curriculum standards,textbook selection,curriculum policy and teaching practices,and teachers’ understanding of basic competencies and curriculum outcomes.The research was premised on the following research questions:What are the challenges faced by classroom teachers in the implementation of the basic education History subject revised curriculum in the Khomas region,Namibia?Why do teachers face many problems in implementing the basic education History subject curriculum reform?How can these challenges be circumvented?The study found that the teachers that received the training still do not understand the revised subject curriculum objectives and priorities.The study discovered that teachers lack the skills for setting end-of-year examinations and also the marking skills that are required The study also found that there is a high number of learners that register in the region,so most classrooms are overcrowded.The study revealed that distribution of textbooks to the schools is so difficult and this is a process that takes a long time and such delays mean that learners and teachers will not have any resources to use,and the textbooks once delivered are also not enough for every learner.The study revealed that the curriculum content is only easy for the teachers but,not soft to learners;the content was down sized and this makes it easy to complete the syllabus,but it remains hard on the learners.The government can make provisions to build more schools infrastructure so as to have more classrooms in place in order to divide the learners to a fair teacher-learner ratio accordingly to the educational policy.The study recommends that more funds need to be availed in order to have more workshops that are accessible to many teachers,and they need to have more induction courses with new teachers that are coming into the system.The study discovered that there is a gap that requires more research to be carried out in order to solve some those outstanding challenges in the region such as how to train teachers