Despite the government's effort to implement a Competency-Based Curriculum in technical and vocational training institutions, institutional factors remain a significant obstacle in this process. These challenges collectively impede the successful execution of CBET programs in the region and warrant a closer examination of the influence of institutional factors on its implementation. This study adopted a descriptive survey design employing a mixed methods approach. The sample included 363 respondents, comprising 335 trainees, 23 trainers, 3 technicians, and 2 principals. The findings indicated that while a majority of respondents acknowledged the availability of sufficient teaching and learning resources for CBET (56.4%), there was a widespread perception of a lack of clear implementation guidelines (74.6%). Moreover, institutions were found to have insufficient policies for CBET (71.9%), and insufficient learning infrastructure (57.8%). Notably, most institutions were not actively engaged in monitoring and evaluating the implementation of CBET (70.4%). In this case, the study established that there was positive correlation between institutional factors and implementation of CBET in Meru County (r = .286; p = .000). Consequently, the study recommended that institutions should prioritize the allocation of adequate resources, including teaching and learning materials, workshops, and infrastructure, to support effective CBET implementation. Also, institutions should emphasize the development and communication of clear guidelines and policies to all stakeholders. Additionally, the study recommended the establishment of regular monitoring and evaluation mechanisms—conducted at least biannually—to track CBET implementation progress and identify specific areas for improvement. It further advised fostering structured partnerships with government agencies and industry stakeholders through formal agreements and joint initiatives, reviewed annually, to strengthen institutional support for CBET.