This study examined parental and community understanding of the Competency-Based Curriculum (CBC) as a predictor of learner support at home, using a structural equation modeling (SEM) approach. The Competency-Based Curriculum, introduced to shift basic education away from rote memorization toward the development of practical, transferable competencies, places substantial new demands on parents and communities as co-facilitators of learning beyond the classroom. Despite considerable investment in curriculum reform, learner support at home has remained inconsistent, and existing literature offers limited quantitative evidence on how parental and community understanding jointly shape home-based learning support. The study therefore sought to establish the extent to which parental understanding of CBC (PUC) and community understanding of CBC (CUC) predicted learner support at home (LSH) among households with children enrolled in lower and upper primary classes. A cross-sectional survey design was adopted, and a simulated dataset of 320 parents and guardians, contextually modelled on households in a Ugandan primary-school catchment area, was analysed to demonstrate the proposed statistical pipeline. Data were analysed using univariate descriptive statistics, bivariate Pearson correlation analysis, and hierarchical multivariate ordinary least squares regression, with a battery of sensitivity analyses (robust HC3 standard errors, outlier-trimmed re-estimation, and 1,000-repetition bootstrap resampling) applied to test the stability of the core findings. Descriptive results showed moderate mean levels of parental understanding (M = 2.79, SD ≈ 0.68) and comparatively higher mean levels of community understanding (M = 3.23) and learner support at home (M= 3.59). Bivariate analysis revealed statistically significant positive correlations between PUC, CUC, and LSH (p