This study investigated how chemistry lecturers in the Colleges of Education enact a reformed Bachelor of Education (B.Ed.) chemistry curriculum designed to promote inquiry-based instruction, practical laboratory work, ICT-supported pedagogy, and learner-centred approaches. Using a qualitative multiple-case study design, the study drew on structured, reliability-tested classroom observations conducted across five Colleges of Education. Cross-case thematic analysis revealed persistent reliance on lecture-based instruction, limited use of practical laboratory activities, minimal integration of ICT tools, and generally low levels of learner engagement. These patterns indicate a substantial gap between the intended learner-centred curriculum and the enacted teaching practices. Strong inter-rater agreement (κ = 0.70–0.84) strengthened confidence in the consistency of observed instructional patterns. Interpreted through the lenses of Pedagogical Content Knowledge (PCK), curriculum implementation theory, and educational change frameworks, the findings demonstrate how institutional capacity, teacher beliefs, pedagogical preparedness, and limited technological competence shape curriculum enactment. The study recommends that the government and stakeholders prioritise the equitable provision of laboratory infrastructure, teaching aids, and ICT facilities to reduce disparities in curriculum implementation across colleges. Stronger administrative monitoring mechanisms should be instituted to ensure uniform implementation of the curriculum across all colleges.