Abstract: Continuous Assessment (CA) is a key component of competence-based education reforms, intended to promote formative assessment, continuous feedback, and competency development. Despite policy reforms in Tanzania, evidence suggests a persistent gap between CA policy intentions and classroom implementation. This study explored History teachers’ awareness of CA policy implementation in secondary schools in Bagamoyo District, Tanzania. An exploratory qualitative case study design was employed involving five purposively selected public secondary schools. Twenty participants, comprising History teachers, Heads of Schools, and School Quality Assurers, were selected purposively. Data were collected through semi-structured interviews, classroom observations, and document review, and analysed using Braun and Clarke’s (2021) reflexive thematic analysis. The findings revealed that although teachers recognized CA as a mandatory component of teaching and national examination grading, their understanding was largely procedural rather than conceptual. Teachers demonstrated limited knowledge of policy provisions, formative assessment principles, moderation procedures, and competency-based assessment practices. Policy awareness was shaped primarily by school leadership, departmental routines, and examination practices rather than direct engagement with official policy documents. Consequently, policy enactment varied across schools and was influenced by leadership support, professional learning opportunities, and contextual constraints. The study recommends strengthening teachers’ policy literacy through continuous professional development, simplified policy implementation guides, school-based professional learning communities, and monitoring systems that emphasize pedagogical quality alongside administrative compliance.