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This study investigated the influence of teacher factors on the implementation of the Hausa Language curriculum in senior secondary schools in the North-West Zone of Nigeria, with emphasis on teachers’ qualifications and pedagogical competence. The study adopted a descriptive survey design. The population comprised 40,400 Hausa Language teachers drawn from public and private senior secondary schools across four selected North-West states, Kaduna, Kano, Katsina, and Sokoto. Using Yamane's (1967) sampling formula, a representative sample size of 400 teachers was selected through proportional and simple random sampling techniques. Two research questions were asked and two null hypotheses were formulated and tested. Data were collected using a structured questionnaire developed on a four- point scale and validated by experts in curriculum studies and Hausa Language education. A trial test involving 30 teachers outside the study sample was conducted to assess reliability, yielding a Cronbach's alpha of 0.82, indicating high internal consistency of the instrument. Data analysis employed mean, and standard deviation to answer research questions, while t-test and one-way ANOVA were used to test hypotheses at 0.05 level of significance. Findings revealed that teacher-related variables, particularly pedagogical skills, significantly enhanced the implementation of the Hausa Language curriculum. While educational qualifications showed no statistically significant influence on curriculum implementation. It is therefore recommended that sustained teacher retraining programmes, improved government funding, and provision of modern instructional materials, strengthened professional development policies, and increased institutional commitment to indigenous language education be implemented to enhance curriculum effectiveness in Nigerian secondary schools.