This paper is on perceived factors influencing implementation of Mathematics curriculum at Senior Secondary Schools in Benue North - West Senatorial District. Four research questions and three hypotheses guided the study. A cross- sectional survey design was adopted to collect information from the respondents. A sample size of 200 respondents comprising of 140 Mathematics teachers, and 60 principals was selected from the population of 263 comprising 174 Mathematics teachers and 89 Principals from 89 government grant – aided Senior Secondary Schools using multistage sampling. The instruments used were a 4- point rating scale questionnaire and checklist validated by experts. Data collected were analyzed using descriptive statistics of percentage, bar chart, mean and standard deviation to provide answers to the research questions; while inferential statistics of Chi-square was used to test the hypotheses at 0.05 level of significance. Findings revealed that Academic qualification has a significant influence on teachers’ implementation of Mathematics curriculum at Senior Secondary Schools in Benue North - West Senatorial District (X2 = 322.900, P=0.000<0.005). It was also found that there is a significant influence of teaching methods, availability and the effective use of relevant instructional resources and assessment techniques used by Mathematics teachers on implementation of Mathematics curriculum at Senior Secondary Schools in the North – West Senatorial District. Based on the findings of this study, it was recommended that government should recruit adequate qualified Mathematics teachers, provide Mathematics laboratories and equip them with adequate instructional resources including technology and computer equipment to meet the global teaching best practices in order to improve the level of implementation of Mathematics curriculum at Senior Secondary Schools in Benue North - West Senatorial District.