This book is written within the context and experience of the Kenyan secondary schools. The author explores and describes teacher-related factors which influence the implementation of Integrated English Course. The book also brings out the historical educational reviews in the English syllabus and their implications on curriculum implementation. The work also shows that changes in the curriculum affect the concerned teachers in terms of their pedagogic knowledge, understandings and teaching practices. This work will be useful to all those involved in the training of teachers of Integrated English and those involved in curriculum design and implementation in Kenya and elsewhere. Students, classroom teachers, teachers of Curriculum Studies in colleges and universities and all those with an interest in curriculum issues will also find this work particularly useful.