The study investigates the influence of parental involvement on curriculum implementation in public primary schools in Chepalungu Sub-County, Bomet County, Kenya. Using a mixed methods approach, the research explores the extent of parental engagement, the socio-economic factors influencing involvement, and the impact of cultural attitudes on education. Findings reveal that parental participation in school activities, communication with teachers, and support for homework significantly affect curriculum implementation. However, socio-economic challenges and cultural perceptions often limit effective involvement. Gender roles were identified as barriers to equitable parental participation. The study underscores the importance of policies that promote inclusive parental engagement and address socio-economic disparities. Recommendations include community-based initiatives to reshape cultural attitudes towards education and targeted programs to alleviate economic barriers, thereby enhancing curriculum implementation and educational outcomes