This study explored the challenges faced in implementing the Grade 12 Mathematics curriculum in Community Learning Centres (CLCs) in the Gauteng North Region of South Africa, despite significant post-apartheid educational reforms aimed at addressing historical inequalities and improving access to quality education. The study aimed to identify these challenges, and explored the factors influencing challenges experienced by teachers towards curriculum implementation. The study utilized a dual-framework approach of deliverology and implementation science to identify key challenges, and explore teachers' perceptions and experiences in implementing the curriculum. The study employed qualitative methods, including focus group interviews, classroom observations and semi-structured interviews, to gather data. Thematic data analysis was used to analyse qualitative data, and measures were taken to ensure credibility and trustworthiness of the findings.

The study found that infrastructure limitations, insufficient teaching aids, and underqualified teachers significantly impact the effective implementation of the curriculum. Socio-economic factors and resource distribution also play a role in educational outcomes. The study emphasized the importance of positive teacher attitudes and professional development opportunities in improving curriculum delivery. The findings contribute to the ongoing dialogue on curriculum implementation in CLCs and provide practical recommendations for teachers, policymakers, and stakeholders. The study aims to foster positive teacher attitudes, identify barriers, and leverage strengths to enhance mathematics education for Grade 12 students in CLCs. The insights from the research serve as a foundation for developing strategies and interventions, to improve the quality of mathematics education and ensure equitable educational opportunities for all students.

Keywords: Curriculum Implementation, Grade 12 Mathematics, Community Learning Centres, Teachers, Deliverology, Implementation Science.