This study explored the implementation of dual mode curriculum in Malawi Primary schools. After the introduction of dual mode curriculum in Malawi primary schools, that is, the teaching of two different types of syllabi; one syllabus consists of mono-faith Religious education and the other one consists of multi-faith curriculum, there has not been any study on the Malawi primary school dual mode curriculum. The researcher wanted to find out how the dual mode curriculum is being implemented, how the choices are made, the reasons for their choice and the challenges encountered due the choices made. The paper used qualitative paradigm and a multiple case study method for data generation. Four cases were used which were four schools and in each case three samples were identified. In each case there was one interview and two focus group discussion. The data was tape recorded and transcribed. Analysis was done based on the literature review and the four concepts chosen which are; Pluralism, Diversity, Globalisation and Political symbolism. The study has revealed that the dual mode curriculum of RE is being implemented through consultations between the school and the community more especially in pure government schools while in grand aided schools, the proprietors of the schools are the ones who decide for the school. Common challenges were lack of materials for teaching and learning and INSERT of teachers. Each choice had its own specific challenges. To improve the practice of this curriculum there is need to embrace a single mode curriculum, more especially multi-faith curriculum which takes care of pluralism, diversity and globalisation and not for just political symbolism.