The use of integration in the teaching of English language and literature is a priority in Kenya. Despite the inception of the Integrated English Language Curriculum (IELC) two decades ago, not al1 teachers of English language use it as conceived by the curriculum developer, Kenya Institute of Curriculum Development (KICD). This variance in the implementation has resulted into challenges with an effect on performance in the Kenya Certificate of Secondary Education examinations (KCSE). The Purpose of this study was to explore the challenges and opportunities teachers experienced in implementing the IELC in Nyakach Sub County, Kisumu County, Kenya. Guided by Fuller's Concern Based Adoption Model (CBAM) (1969) theoretical framework, this study utilized Concurrent Triangulation design under a mixed methods approach to determine the roles that teachers' experience in IELC, establish the literary components that teachers experience in IELC, determine academic and professional preparedness that teachers experience in IELC, establish the instructional activities that teachers experience in IELC, and examine the strategies that teachers experience in maximizing on opportunities and minimizing challenges in implementing the IELC. The study targeted a population of 215 comprising principals, heads of departments, subject teachers and education officers. Saturated sampling design was used to select 110 subject teachers currently implementing the IELC to fill questionnaires and the one Sub County Quality Assurance Officer for interviews. Purposive sampling was done to select 16 heads of departments, 16 principals for interviews. Document analysis was done to corroborate and triangulate data on challenges and opportunities. The researcher piloted the instruments through test¬ retest where correlation co-efficient (rho) was worked out in two schools outside the sub-¬county to determine reliability and validity while the research purpose was clarified to participants for authenticity and trustworthiness. Quantitative data was analyzed using the Statistical Package for Social Science (SPSS) version 20 computer program to generate descriptive statistics while the qualitative data was analyzed through content, narrative, and thematic analysis in line with the study objectives. The study findings indicated that most teachers experienced certain specific challenges and opportunities in their educational roles in implementing the IELC and there were moderate levels of literary components in language integration due to cha11enges of preparation during training and inadequate continuous professional development after college education leading to inadequate grounding. The teachers also experienced various instructional activities differently with fewer teachers using hot seating and language games partly due to challenges ranging from scarce resources, vast syllabus, time management, negative attitude, and inadequate grounding. However, the presence of self-motivated teachers, the growing concept of collaboration, invitation of resource persons, In-Set programs and improvisation were among the strategies teachers experienced to minimize the impact of the challenges. The study recommended a localized, institutionalized, and on-going preparation model for teacher development to succeed in implementing the official curriculum, revival of the Kenya Schools Equipment Scheme (KSES) and further research on student perceptions on IELC in Nyakach Sub County, Kenya. This study is significant in adding to the body of knowledge in integrated approaches to not only language educators, policy makers at the (KJCD) and Kenya National Examination Council (KNEC) but also the schools' Boards of Management (BOM).