This study investigated the perceptions, preparedness of, and the challenges encountered by teachers of English as they implemented the CSEC English SBA in Jamaican secondary schools for the first time. Data collected through a survey of 124 randomly selected teachers of English and analyzed using descriptive statistics, t-Tests, ANOVA, and crosstabulations showed that teachers had a predominantly negative perception of the CSEC English SBA. This negative perception was strongly and positively associated with the teachers’ being unprepared to implement the English SBA. Increased workload for teachers, time constraints, and insufficient guidelines for implementation were the most frequent challenges experienced in implementing the English SBA and the group work, and the critical thinking components were the most challenging aspects to implement. The findings have implications for all stakeholders in education who are pursuing education reform. Teachers need adequate training to improve their perception and implementation of SBAs and other education reforms.