This study compared the implementation of Islamic studies curriculum in private and public secondary schools in Zaria Educational Zone, Kaduna state. The objectives of the study include comparison of: the curricular used in public and private secondary schools; differences that exist in public and private secondary schools in terms of quality and number of Islamic studies teachers; time allotted to Islamic studies subject; assessing the methods used in teaching the subject in private and public secondary schools; extent of students assessment academically and morally and to determine extent teaching methods promote morality and social interaction. The research design used was a descriptive survey which is desirable in reaching all the sampled respondents. The population consisted of all Islamic studies teachers and principals in both public and private secondary schools in Kaduna state. The population of the study is 108 teachers, from which 86, Islamic studies teachers were sampled in Zaria Educational Zone, Kaduna state. The instrument used was a structured questionnaire comprising of two main parts, consisting of 69 items. The data collected was analyzed using the computer statistical package for the social sciences IBM 20. The descriptive statistics were used to analyze the bio data and response to research questions while t-test inferential statistics was used to test the research hypotheses at 0.05 alpha level. The main findings of the study include that: teachers in public schools are better qualified than teachers in private schools; that the curriculum is uniformly provided by the government for all secondary schools in Kaduna state; number of periods for Islamic studies in public and private schools are sufficient to cover the scheme of works by the teachers; the methods of teaching employed in private schools are not as adequate as those of public schools, and that there is difference in terms of assessment strategies in public and private schools; publics and private schools both agreed the Islamic studies teaching methods and process promote morality. Based on these findings, it was concluded that the teaching of Islamic studies in private schools should be improved to meet up with what obtained in the public schools and the set standards. The study recommended among others, based on the above findings that: government should pay more attention to the teaching of the standard Islamic studies curriculum in private schools as it does in public senior secondary schools; the methodology employed in teaching Islamic studies in private and public schools, should be harmonized and well supervised.