This study examined the barriers to effective implementation of the Civic Education curriculum in Junior Secondary Schools within Obio-Akpor and Emohua Local Government Areas of Rivers State, Nigeria. Employing a descriptive survey design, the research was guided by three research questions and three hypotheses. The target population consisted of 194 respondents, including 30 principals and 90 Civic Education teachers, selected using cluster random sampling. A structured questionnaire was used for data collection, and the reliability of the instrument was confirmed using Cronbach Alpha with a coefficient of 0.82. Data were analyzed using mean and standard deviation for the research questions, while t-tests were used for hypothesis testing. Findings revealed that major challenges to curriculum implementation include a lack of instructional resources and an insufficient number of qualified teachers. Furthermore, no significant difference was observed between the mean responses of teachers and principals regarding how these factors impact Civic Education delivery. Based on the findings, the study recommends increased government funding for schools to enable the development of locally produced instructional materials. Additionally, teachers should be actively involved in curriculum planning to enhance ownership and implementation effectiveness. The study also advocates adherence to the UNESCO-recommended teacher-student ratio of 1:25 to improve instructional quality and outcomes in Civic Education