This study evaluated teachers' implementation of basic science curriculum content areas in junior secondary schools in Nsukka Education Zone of Enugu State, Nigeria. Four research questions were posed and three null hypotheses were formulated to guide the conduct of the study. The study employed evaluation research design (survey method). The population of this study consists of 32 Basic Science teachers drawn from 31 state owned Junior Secondary Schools in Nsukka Zone of Enugu State, Nigeria. The sample for the study consisted of 32 Basic Science teachers constituting 100% of the total population size. The instrument for data collection was 37-item questionnaire for teachers titled "Teachers' Implementation of Basic Science Curriculum Questionnaire (TIBSCQ)" developed by the researcher based on Nigerian Educational Research and Development Council (NERDC) curriculum. 32 questionnaires were administered and returned. The reliability of the instrument was tested using Cronbach's Alpha which yielded the internal consistency of the reliability coefficient of 0.927. The data collected from the study were analyzed using means and standard deviations to answer the research questions and t-test was used to test hypothesis one and Analysis of Variance (ANOVA) was used to test hypotheses two and three at 0.05 level of significance. The findings revealed that gender has no influence in teachers' implementation of Basic Science curriculum content areas. While Basic Science teachers' education qualifications and teaching experiences significantly influenced the implementation of Basic Science curriculum content areas in junior secondary school. It was recommended among others that to improve the academic performance of junior secondary school students Basic Science, government should employ professional, qualified and experienced teachers.