The aim of this study is to examine the status of learning facilities for primary school physics curriculum implementation. A survey design and a mixed approach were used to deliberate the study. Stratified and purposive sampling techniques were employed to select respondents (317 students, 12 cluster supervisors, 34 physics teachers and 34 principals). Quantitative and Qualitative data were obtained through questionnaires, interview guide, and observation checklist and document analysis. Descriptive statistics and independent sample t-test were used as a means for data analysis. The findings revealed that the status of learning facilities for physics curriculum implementation was inadequate in the region. There exists no significant difference between urban and rural schools on the availability of learning facilities (availability of learning facilities for urban and rural schools are corresponding). It was concluded that due attention were given to both urban and rural schools. However, the inadequacy in availability of learning facilities results in ineffective implementation of physics curriculum in the region. Therefore, collaborative efforts need to put in place among government, NGOs and the community to improve status of learning facilities for physics curriculum implementation in all schools.