Since the inception of the 8-4-4 education system in Kenya, Economics has been offered as a distinct and optional subject in secondary school. This curriculum design might have had a negative effect on student choice of Economics as a preferred subject from other subjects in the secondary school curriculum. Consequently, recent curriculum changes have resulted in integrating Economics into general Business Studies. The focus of teaching and coverage of the subject in terms of concepts and skills is not clear. Besides, the ability of the economics teachers to cope with this curriculum had not been ascertained. It was therefore necessary to establish the perceptions of teachers of Economics/Business Studies, towards the teaching of economics in secondary schools so as to determine the implications for the Business Studies curriculum. Specifically, this study investigated secondary school teachers’ perceptions towards the Business Studies integrated curriculum and the adequacy and relevance of the Economics content in the curriculum. Descriptive survey research design was adopted in the study. Data was collected from a sample 68 teachers of Business Studies drawn from 33 schools in Nakuru District. A questionnaire containing items measured on a five-point Likert scale was used to collect the required data. The collected data were analysed using both descriptive and inferential statistics at a significance level of ∞=0. 05. Generally, the results of the study indicated that teachers held positive perceptions towards the teaching of economics in secondary schools. However, the nature of the syllabus affected its implementation in secondary schools. The results of the study may have implications on future restructuring of the business studies curriculum in Kenya