The study used a survey design. The instrument was teachers' questionnaire and interview on awareness and readiness. The interview was administered to the different categories of the respondents using a 4-point Likert scale. Two hundred mathematics teachers were randomly selected from 100 schools (public and private) using stratified random sampling technique. Simple percentage and frequency counts were used on research questions. The findings revealed inadequacy in both human and material resources for implementation of the UBE (universal basic education) project in CRS (Cross River State). On teachers' awareness, 71% believed that 6-3-3-4 is just changed to 9-3-4 as a new system, the quality of the new mathematics curriculum reduced as seen in their responses which points to the fact that most of them are unaware of the main objectives of the UBE and the rationale for restructuring the curriculum which mostly is to infuse emerging issues into relevant content and NEEDS (National Economic Empowerment Development Strategy) targets. Public primary school teachers also had higher attendance to re-training programmes than other teachers but attendances were still low (below 50%). On readiness, only 45% of teachers in public schools and 25% in private schools indicated readiness due to inadequacies in availability of resources for implementation and proper training required for taking off. (Contains 7 tables.)