The paper reports on the challenges faced by the curriculum developers in implementing multilingual education in Fiji classrooms. A qualitative methodological orientation which included phenomenological approach to study was employed. Relevant data was gathered through interviews. The results showed that while Curriculum Development Unit (CDU) is solely in-charge of the development and implementation of the curriculum in Fiji, political and administrative factors have more impact on curriculum than anyone else. Lack of staff autonomy to develop curriculum, absence of expertise, irregularities in workforce recruitment, voluntarily turnover of staff, access to resource materials and weak research and consultation with academics, stakeholders and teachers are major impediments which slow or prevent the implementation of the multilingual education in Fiji classrooms.