The transition to a Competency-Based Curriculum (CBC) in junior secondary education represents a significant shift from traditional content-based models to approaches emphasizing practical skills and competencies. This study investigates the leadership and management challenges faced during this transition, focusing on schools in Kenya. Using a qualitative research design, including case studies, semi-structured interviews, and document analysis, the study explores the experiences of school administrators, teachers, and policymakers. Key findings reveal substantial challenges, including resistance to change, inadequate training for leaders, insufficient resources, and difficulties in aligning existing structures with CBC requirements. Additionally, the study highlights issues related to stakeholder engagement and time constraints. The findings underscore the need for comprehensive professional development programs, enhanced stakeholder involvement, and improved resource allocation to support the successful implementation of CBC. By addressing these challenges, educational leaders can better navigate the complexities of CBC and enhance the effectiveness of junior secondary education, ultimately contributing to a more adaptable and skilled workforce.