This study is to assess the level of subject mastery among RBT Design and Technology teachers at MARA Junior Science College. Two RBT Design and Technology teachers were selected as participants in a qualitative case study. Data was collected through document analysis, observation, and interviews. Data analysis was conducted using basic theory, which involved three levels of coding: open coding, axial coding and selective coding. The findings of the study found that both teachers did not have a complete understanding of the objectives, direction and focus of the KSSM RBT curriculum. Although participants are familiar with the PdPc approach outlined in the DSKP KSSM Design and Technology RBT Subject, they are more inclined to the traditional teacher-centered approach and one-way communication methods during the teaching and learning process.