This study is on assessment of teacher‟s perception on staff qualification and competence in the implementation of civic education curriculum in senior secondary schools in North West, Nigeria. Six research objectives, research questions and null hypotheses guided the study Descriptive survey design was used for the study and the population was all the civic education teachers of Senior Secondary Schools in North West geo-political zones, totaling 3497 out of which a sample of three hundred and thirty-three (333) was selected. The instrument used for data collection was "Assessment of Civic Education Curriculum Implementation Questionnaire (ACECIQ). The instrument was validated by supervisors and experts to ascertain the content construct and face validity handling statement. The reliability coefficient indeces of the instrument were 0.782, 0.756, 0.705, 0.069, 0.784 and 0.756 respectively. Mean and standard deviation were used to answer all the research questions, while one-way analysis of ANOVA was for testing the seven null hypotheses. The findings revealed that, staff qualification and competence were adequate and there was no significant difference in the mean score of the perceptions of teachers on the extent to which civic education curriculum contents are being implemented in senior secondary school in North West irrespective to their location, gender, qualification, and experience (F=0.283, P=0.754). However, pedagogical methods used by teachers in the implementation of civic education curriculum in senior secondary schools in North-western Nigeria are not adequate and difference in teachers‟ opinions regarding the inadequacy is not statistically significant (F=1.857, P=0.185). The study recommends that secondary school authorities should ensure the effective implementation of civic education curriculum in senior secondary schools through proper supervision of teachers. It is also recommended that implementers of civic education curricula in senior secondary schools should be encouraged to use pedagogical methods that are student centered