This is a qualitative case inquiry that sought to interrogate the adoption of the new primary school curriculum in Zimbabwe; with the broader goal of determining its implications for staff development and the delivery of quality education. The study is predominantly an extract of a PhD in Educational Management thesis that was submitted to Zimbabwe Open University in 2019; with the thesis aiming at appraising the effectiveness of primary school staff development programmes in Hwange District of Matabeleland North Province in Zimbabwe; in pursuit for quality education. In undertaking the current study, the author was conjointly assisted in the collection of data by the co-author of this article. For the purpose of attainability, the study was delimited to only five schools in the area under study. The target population of the study were primary school educators and the sample comprised of 30 educators (N=30), made up of 25 classroom practitioners (5 per school) and the head teacher from each of the 5 study sites. Purposive sampling was used to identify participants; while Focus Group Discussions (FGDs) and Interviews were used to generate data. Consistent with phenomenological inquiries, data were analysed through interpretive phenomenological analysis (IPA); while findings were presented in summarised prose form. The key findings of the study were that the adoption of the updated curriculum had necessitated the need for teachers’ professional development in order to equip them with the necessary knowledge and pedagogic skills which they generally lacked considering that the teachers did not study new learning areas of the curriculum during their initial teacher training. In addition, there was lack of knowledgeable and competent facilitators in the new learning areas of the updated curriculum, hence, the inevitable need for staff development. The researchers concluded that the adoption of the updated primary school curriculum had been a major spur for staff development for teachers; hence, brought a new trajectory where teachers’ continuous professional development is a necessity rather than an option if quality education is to be realised. The researchers, therefore, recommend that the Ministry of Primary and Secondary Education (MoPSE) should sustain its support for the continual staff development of primary school teachers considering that the adoption of the new curriculum in Zimbabwe has important ramifications for the delivery of quality education.