This study examined the extent to which teacher preparedness predicted the fidelity of implementation of the Competency-Based Curriculum (CBC) in secondary schools, using an ordinal logistic regression approach. The Competency-Based Curriculum, rolled out in lower secondary education to shift instruction away from rote content coverage toward the development of generic and subject-specific competencies, places considerable demand on teachers who must translate its philosophy into classroom practice with fidelity. Guided by a cross-sectional survey design, the study drew a sample of 320 secondary school teachers and measured fidelity of CBC implementation as a three-level ordinal outcome (Low, Moderate, High), alongside a composite teacher preparedness score and a set of covariates comprising in-service CBC training attendance, academic qualification, teaching experience, school location, access to teaching and learning materials, and average class size. Univariate analysis described the distribution of teacher and school characteristics; bivariate analysis using chi-square tests and Spearman rank correlations explored unadjusted associations between predictors and fidelity; and a multivariable proportional-odds ordinal logistic regression model was fitted to identify independent predictors of fidelity while adjusting for confounding. Sensitivity analyses, comprising an approximate Brant test of the parallel-lines assumption, a probit- link re-specification, and a reduced model excluding a borderline covariate, were undertaken to assess the robustness of the primary model. The results showed that teacher preparedness score, attendance at in-service CBC training, adequate access to instructional materials, and urban school location were independently and significantly associated with higher odds of fidelity of CBC implementation, while academic qualification, years of teaching experience, and class size did not reach conventional significance in the adjusted model. The proportional-odds assumption was not violated for any of the significant predictors, and the direction and magnitude of effects were materially unchanged across the sensitivity specifications, supporting the credibility of the primary model. The study concluded that teacher