Abstract: Mobile Educational Programmes is among the government Investment Programs that seeks to increase access to quality basic education for children and youth who due to special circumstances are unable to attend formal schools. The purpose of this study was to identify the curriculum implementation strategies on applied by stakeholders in provision quality of mobile educational programmes in Marsabit County. The sample population of the study was head teachers, teachers, school Management Committees, Politicians and mobile learners. The tools for data collection was questionnaire According to the findings the curriculum implementation strategies used in provision of mobile educational programmes were staff management, School community relations, Learners’ management, Financial management and Curriculum /instruction management. The study recommends that there is need for mobile class to be started in every village. This can only be possible if the Mobile educational programmes is relevant, functional and that there are necessary resources such as books, teaching material and even knowledgeable and well trained teachers. Mobile classes should not only consist of literacy and numeracy but also subject on animal husbandry, pasture management, civic education training and gender equality issues. It is important to include subject like entrepreneurship, alternative investment and public health.