Educational restructuring and curriculum revision have been taken as an ongoing feature in \nSouth African education structures in recent years. The goal was to restore and equalize \nprevious racial gaps while sustaining transitions by combating skill shortages in subjects such \nas Electrical Technology. The study examined the perceptions of teachers and how they \nunderstand the revised Electrical Technology curriculum. A narrative review was included in \nthis qualitative case study and data were gathered through interviews that were semi-structured. \nFour Electrical Technology subject teachers from four geographically related case study \nschools were chosen as a practical sample. The interview sessions, which were conducted with \nthe study goals, were analyzed using thematic analysis. Among the findings are the \nunderstanding and conceptualizing of the revised curriculum by the teachers, insufficient \nteacher training towards implementing the revised curriculum and a lack of relevant teaching \nand learning support material. The study then recommended that teachers be provided with \nopportunities for curriculum professional development as well as the opportunity to further \ntheir education studies in order to improve their pedagogical content knowledge. Sufficient \nteaching and learning support materials, as well as well-equipped workshops, will be important \nfor the effective teaching of Electrical Technology subject.

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