The study investigated the extent to which implementation of the curriculum contributes to the quality of education in secondary schools in Kilimanjaro region. The study was guided by one research question. The CIPP evaluation model was used. The study employed an ex-post facto design. The target population included all Pre service teacher trainees, Heads of schools and secondary school students in Kilimanjaro region were randomly sampled. Stratified sampling was used to select trainees. The sample size consisted of 120 Pre service trainees, 135 secondary school students and 10 Heads of schools from five districts in Kilimanjaro region. Data were collected using questionnaires, interview schedule and document analysis. Face and content validity were tested by lecturers in one of the Universities. Reliability was tested using the Cronbach Alpha method. Data were analyzed descriptively and percentages and frequencies computed. Findings show that academic knowledge takes precedence over pedagogical knowledge; Findings show that in secondary schools, the right amounts of graded activities are given to students to master the required skills before moving forward to the next skill. It is concluded that academic knowledge takes precedence over pedagogical knowledge. It is recommended that seminars be held in order to equip teachers with pedagogical knowledge. It is also recommended that more practical activities are given to trainee, in order to train them for the implementation of the curriculum in secondary schools in Kilimanjaro region.

Keywords : Curriculum, Quality Education, Pre service teacher, Higher Education