Abstract: The aim of this study was to assess whether teachers possess intellectual and moral qualifications required for the implementation of catholic education policy in catholic private secondary schools in the Arch-Diocese of Nairobi Kenya. The study was anchored on Holistic Learning theory. It employed a convergent parallel mixed methods design. Cross-sectional survey techniques were used to collect quantitative data while qualitative data was collected through phenomenology techniques. The study's target population comprised 24 schools, 24 principals, 600 teachers, 24 school Chaplains and 1 education secretary from Archi-Diocese of Nairobi. The study sampled 6 schools, 6 principles, 120 teachers, 6 school Chaplains and 1 education secretary in Arch-Diocese of Nairobi making a sample size of 133 participants. Questionnaires were used to collect quantitative data from teachers and principals while interview guides collected qualitative data from chaplains and education secretary. Cronbach alpha coefficient tested instrument’s reliability. The Analysis of quantitative data was done by computing descriptive and inferential statistics with the help of SPSS software, while verbatim analysis was done for qualitative data to ascertain confirmability. The study concluded that, although the Catholic education policy greatly enhanced holistic learning in Nairobi's private Catholic secondary schools, uneven implementation and a lack of funding prevent it from reaching its full potential. To increase the effectiveness of holistic learning in Nairobi's private Catholic secondary schools, it is recommended that resources be allocated more effectively and that uniform policy adherence be maintained in all schools. 

Key words: Assessment, Catholic private schools, intellectual qualification, moral qualification, policy implementation