This article aims to report on the barriers experienced by HODs in executing their curriculum leadership roles within the theoretical framework of human capital theory (HCT). The research followed a qualitative, phenomenological approach underpinned by an interpretative paradigm. Purposive sampling was used to select n = 12 HOD participants due to their proximity to knowledge and understanding of the phenomenon under research. Semi-structured, open-ended questions were used for data collection. Although the literature review revealed that underutilization by principals, lack of resources, logistical barriers, competing priorities and lack of support from the school leadership as some of the barriers experienced by HODs, the empirical data revealed more barriers experienced by HODs. Among others are but not limited to lack of training and development, workload, lack of time, school culture and environment and lack of resources and facilities. The article recommends that the HODs need to be prepared for their roles and receive constant, coherent and continuous in-service training.