Teachers’ expectancy beliefs are strong predictors of successful curriculum implementation. Drawing from the expectancy-value theory (EVT) of achievement motivation, this study assessed teaching expectancy beliefs in curriculum implementation among Business Management teachers (BMTs). A quantitative research design involved 125 BMTs from 89 senior high schools (SHS) in the Western Region of Ghana. The data gathered was processed via SPSS version 27.0 and analysed using frequency, percentage, independent samples t-test, One-way ANOVA and multivariate linear regression. This study revealed that BMTs have high teaching expectancy beliefs about curriculum implementation. The BMTs demonstrated high teaching expectancy beliefs in instructional strategies (EIS), classroom management (ECM), and student engagement (ESE) regarding curriculum implementation. Teachers’ gender was significantly related to teaching expectancy beliefs in curriculum implementation. Male BMTs had higher teaching expectancy beliefs in curriculum implementation than female BMTs. There was no statistically significant difference in BMTs’ teaching expectancy beliefs regarding curriculum implementation based on age, qualification, and teaching experience. The theoretical and practical implications of the research findings are also discussed.