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Implementing the curriculum has been Zimbabwe’s weakest link in the whole curriculum development continuum. This case study sought to understand teachers and students’ perceptions as well as challenges in the implementation of ‘A’ level English Language and Communication skills in Zimbabwean secondary schools. Six (6) ’A’ level offering secondary schools, six (6) teachers who responded to interview questions and thirty (30) students who completed questionnaires were participants in this study. The study found that English Language and Communication skills was on the fringes of effective curriculum implementation because it is not an entry requirement at higher and tertiary institutions. This has contributed to the negative perceptions of the subject by both teachers and students. From the above, one major recommendation the study made was that English Language and Communication skills be made an entry requirement at all higher and tertiary institutions.

The Implementation of ‘A’ Level English Language and Communication Skills in Zimbabwean Secondary Schools: The Relevance Issue