This study investigated the effects of integrating the new competency-based curriculum on students' education at St. Joseph Buyaga primary school in Bulambuli district, Uganda. The motivation was that despite reforms aimed at developing well-rounded graduates, evidence suggested implementation challenges at the school potentially undermined achievement levels. The study therefore sought to assess support structures, teachers' and learners' experiences, extent of coverage of competencies, and impact on performance since adoption. A qualitative case study design was employed where data was collected between January and March 2020 through focus group discussions with teachers (n=8) and students (n=24), lesson observations (n=10), interviews (n=6) and document review. Thematic analysis revealed limited in-service training had made it difficult for some teachers to adjust pedagogies, while inadequate materials and large classes inhibited hands-on learning. Further, weak community support coupled with infrastructure constraints curtailed coverage of essential integrated themes nationally assessed. Pressure from parents favoring tested subjects also limited focus on competencies without alternative assessment. Review of Continuous Assessment Tests scores from 2016 to 2019 showed declining performance across core subjects compared to previous years. It was concluded that implementation challenges at the school potentially undermined realization of curriculum goals if unaddressed. The study recommends the secondary school for making good progress on the integration of ICT facilities in teaching. However, the school has to extend the use of ICT facilities to teaching other (non-computer) subjects. Since the school has long emphasized on the use of computer technology, there is a need for it to widen its scope of ICT tools to be used in teaching and learning so as to include devices such as smart phones, tablets, television receivers, and smart board because they are flexible and promote interactive teaching and learning.