Background: Kenya's Competency-Based Curriculum (CBC) requires a substantially wider range of instructional materials than the 8-4-4 system it replaced, owing to its project-based and portfolio-driven design. In Sotik Sub-County, Bomet County, approximately 40% of junior secondary students lack essential materials, and 60% of parents report financial constraints as the main barrier to provision — pointing to an equity crisis with direct consequences for CBC implementation quality. Purpose: This study examined the influence of parental provision of instructional materials on CBC implementation quality and educational equity in public junior secondary schools in Sotik Sub-County. Methodology: A convergent parallel mixed-methods design was used, combining survey data from 378 respondents (sampled N = 398) across four stakeholder groups with 18 semi-structured interviews and six focus group discussions. Quantitative data were analysed using descriptive statistics, Pearson's correlation, one-way ANOVA, and multiple regression via IBM SPSS Version 27. Qualitative data were analysed thematically using Braun and Clarke's (2006) six-phase framework. Findings: A significant positive association was identified between parental material provision and CBC implementation quality (r = 0.62, p < .001). Parental provision was the strongest independent predictor (β = 0.53, p < .001), followed by socio-economic status (β = 0.29), rural location (β = 0.15), and parental education (β = 0.11). ANOVA revealed significant SES-based implementation disparities (F(2,177) = 13.82, p < .001). Conclusions: Without equity-targeted policy intervention, CBC risks delivering quality outcomes primarily to resource-adequate families while constraining attainment among economically marginalised households. Targeted subsidies, school-based material pools, and a standardised KICD materials index are essential for equitable CBC delivery.