This paper investigated the competency gaps of basic science teachers in implementing the basic science curriculum. To guide the study, one research question was posed and answered and one null hypothesis was tested at P < 0.05 level significance. The study is a descriptive survey. The study was carried out in Enugu state, Nigeria. The population of the study comprised 306 basic science teachers and 135 science teacher educators. The sample for the study consisted of 148 respondents. Two instruments were used for data collection. The instruments include Basic Science Teachers Competency Needs Questionnaire (BSTCNQ), and Basic Science Teachers’ Competencies Observational Rating Scale (BSTCORS). The BSTCORS had inter-rater reliability index of 0.97. There was one research question and one hypothesis. The research question was answered using mean and standard deviation while the hypothesis was tested using t-test statistic at p < 0.05 level of significance. Results showed that all the competencies listed in BSTCNQ were assessed to be needed by BS teacher for implementing the Basic Science Curriculum and that there was no significant difference in the mean rating scores of Basic Science teachers and science teacher-educators on competencies needed for implementing the Basic Science Curriculum. The educational implications of the findings of the study were highlighted and recommendations were proffered that stakeholders in basic education should provide funds appropriate human resources for organizing in-service training BS teachers to enhance their competencies and effectiveness in teaching of Basic Science.