The study aimed to explore the preparedness of preservice teacher trainees (PSTTs) in implementing the computing curriculum in Ghana's basic schools. It focused on examining curriculum alignment, contextual conditions, preparedness, and the challenges faced during their training. The study employed a descriptive survey design complemented with interviews. The population of this study comprised PSTTs in the Basic Education Departments of teacher training institutions who took computing as part of their programme. A total number of 139 PSTTs were selected using the purposive sampling technique. Descriptive Statistics, Thematic analysis and Multiple Linear Regression were used to analyse the data. The results revealed that there is an alignment between the training institution computing curriculum and the basic school computing curriculum in content and implementation. Another finding showed that while PSTTs exhibit strong theoretical understanding, significant gaps exist in their practical training. The study recommended that Policymakers develop and implement policies that ensure continuous review and alignment of teacher training institution curriculum with the basic school computing curriculum. Furthermore, the study suggested providing PSTTs with more hands-on training and resources to help prepare them to implement the computing curriculum effectively. This study highlights the importance of addressing the preparedness of PSTTs in implementing the computing curriculum, which is crucial for equipping students with the necessary digital skills for the twenty-first century.