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The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 in 1998, the National Curriculum Statement in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers' perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools.