English Language and Literature occupy a central role in the Kenyan secondary school curriculum. Recognizing its significance, the Ministry of Education (MoE) has prioritized the development and instruction of these subjects through the Integrated English Curriculum. This study examines the roles played by key stakeholders—teachers, head teachers, and government agencies—in implementing this curriculum in Kenyan secondary schools. Employing a qualitative case study approach complemented by basic quantitative methods, data were gathered using questionnaires, interviews, and classroom observations. The study found that despite the efforts of schools and government agencies, actual classroom integration between English Language and Literature remains limited. Contributing factors include inadequate training, lack of teaching materials, and insufficient support. The study recommends continuous professional development, curriculum review, and increased stakeholder collaboration to bridge the gap between policy and classroom practice.