This study evaluated the readiness and challenges faced by elementary teachers in Maddela District II during the initial implementation of the MATATAG Curriculum. Using a mixed-methods approach, it combined quantitative data from a validated survey and qualitative data from Focus Group Discussions (FGD). The quantitative analysis showed that teachers felt highly prepared both psychologically and pedagogically, with strong motivation and professional commitment. However, the study revealed significant challenges in the external environment that hindered implementation. The qualitative analysis identified five main challenges: lack of resources and infrastructure, workload and time management, adapting pedagogy to learners, technological barriers, and instructional uncertainty. A key issue was the “abono” culture, where teachers personally fund learning materials, and administrative overload. Additionally, there was disconnect between the inquiry-based curriculum and students’ literacy gaps. The study concluded that teacher resilience, rather than system support, is currently driving the implementation. The research proposes solutions, including administrative de-loading, creating an offline digital resource repository, and implementing remedial programs to improve student proficiency.