The purpose of this study was to find out the challenges facing the teaching of the revised syllabus of Kiswahili in secondary schools in Bungoma West District. The performance of Kiswahili language dropped in the recent years after the revision of the syllabus, (KNEC, 2007, 2008). The objective of the study was to establish teacher preparedness in teaching the revised Kiswahili syllabus. The study was based on Krashen’s input hypothesis and affective filter theory which is relevant to the study. A descriptive survey research design was adopted. The study targeted secondary schools in Bungoma West District. Purposive sampling was used to get the respondents from 6 schools of the 18 secondary schools in the district. Simple random sampling was used to select 6 Head teachers, 6 Kiswahili teachers and 300 form three students. Data was collected using questionnaires and interview schedules. The data was analyzed using descriptive statistics where frequency distribution tables and percentages. In the study findings the responses with regard to the availability of teaching aids were “Frequent use” which had no response at all while “Moderate use” had 44.44% of the respondents. A higher number of responses were recorded for the category of “Not frequent” which had 55.55% of the respondents. Regarding the adequacy of book ratio in the revised syllabus, class readers and teachers guide had the lowest response of 0% followed by student's reference books that had 11.11% of the respondents. Set books and course books had the highest number of respondents of 33.33% and 44.44% respectively.