Competency Based Education (CBE) is a system of education that has increasingly become popular as the preferred mode of delivering education and training locally and globally. However, in spite of the fact that CBE implementation has been initiated in both developing and developed countries, there are social concerns in its implementation that have been alluded to in research. Therefore, the study objective was to determine ECDE teachers’ social concerns on parental involvement in the Competency Based Education in Bungoma County. The study was carried out in ECDE centres in Bungoma County. Descriptive survey research design was used. Both qualitative and quantitative methods were employed. The sample size was 201 ECDE teachers who were identified through simple random sampling and County director of education was purposively sampled. Data was collected through questionnaires for ECDE teachers, interview schedule for the County director of education and focus group discussions for preprimary one (PP1) and Preprimary two (PP2) parents. An observation schedule was used to triangulate the findings. Pilot study was conducted to enhance validity and reliability of the findings. Qualitative data was scored manually then organized and analyzed systematically as per thematic areas in a narrative form. Quantitative data was analyzed using the Statistical Package for the Social Sciences (SPSS Version 26). Among the major findings 142 (74.34%) of the sampled teachers revealed that the parents are not supportive in CBE implementation. Further research on enhancing access, equity and inclusion of CBE in pre-primary education is desirable.