<![CDATA[This qualitative case study examined how Senior Primary teachers and principals perceived the implementation of basic pre-vocational subjects in three schools in Circuit 3 of Namibia’s Khomas Region. Nine teachers completed open-ended questionnaires and three principals participated in semistructured interviews. Data were analysed through reflexive thematic analysis and compared across participant roles and sources. Participants broadly valued the subjects for practical skills, career orientation, creativity and entrepreneurship. Their accounts nevertheless revealed uneven conceptual understanding and an aspiration–practice gap: curriculum aims were constrained by limited specialist preparation, shortages of tools and facilities, inadequate funding and the lower status sometimes attached to practical subjects. Teachers’ perceptions were not merely personal preferences; they reflected the interaction of professional knowledge, institutional support and material conditions. The study contributes context-specific evidence from an under-researched Namibian Senior Primary phase. It recommends targeted professional learning, protected funding for practical activities, circuitlevel resource sharing and stronger partnerships with vocational training institutions.]]>
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