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Globalization and technological advancements have questioned the traditional roles of teachers and have led to a rise in recommendations on the skills that teachers are required to have to meet the demands of the knowledge society. A common occurrence in developing countries is to import and attempt to implement the programs and policies that have been established in developed countries without taking into consideration contextual differences that exist between them. This has led to implementation gaps and several policies and programs being unsuccessfully implemented in developing countries. As Hawe, Shiell, Riley and Gold (2004) observe, 'it is prudent to explore more naturalistically how the intervention might vary according to the different community contexts into which it is placed. This would allow one to delve deeper into the intervention and explore naturally occurring events and influences in the setting or environment of the intervention that might act to contribute to or impede intervention success' (p. 789). Thus, the rationale for this research is in exploring how Low-Cost Private Schools (LCPS) in Nigeria influence the implementation of a cross national intervention (Classroom Based Inquiry). This study has a threefold interest of exploring teachers' perceptions of Classroom Based Inquiry as a Professional Development structure, identifying the contextual factors in Low-Cost Private Schools that influence the implementation of Classroom Based Inquiry and highlighting the realworld implications for researchers interested in conducting similar research in challenging contexts. The sample includes 8 teachers from 2 Low-Cost Private Schools in Southwest Nigeria and adopts a qualitative case study approach using data collected from three sources: individual interviews and focus group discussions with participating teachers, and the researcher's reflective journal; analyzed through thematic and theoretical analysis. The study utilizes the Multi-Level Model of Implementation Quality framework (Domitrovich et.al, 2008) which identifies three layers of factors -the individual or teacher level factors, the school level factors, and the macro level or external contextual factors- that influence the implementation of school-based interventions. The findings of this study indicate that principal leadership and school characteristics played pivotal roles in teachers' implementation quality, and suggests that uncovering issues of power, conflict, resistance, and negotiations is essential in developing a deeper understanding of how context influences the implementation of Classroom Based Inquiry. Despite participating teachers' perceptions that Classroom Based Inquiry was an effective structure for their professional development, the findings suggest that certain preconditions must be present for teachers in Low-Cost Private Schools to implement Classroom Based Inquiry. Implementation would not be satisfactory if these preconditions are not addressed. This study makes significant contributions theoretically, methodologically, and practically. The study proposes that the integration of cultural norms and micropolitics into the Multi-Level Model of Implementation Quality Framework (Domitrovich et.al, 2008) would make it better suited for use in the Nigerian context and similar contexts. It also discusses the implications for stakeholders as well as recommendations and suggestions for future research. The study argues that unless the contextual factors that hinder teachers' implementation of educational innovations are adequately addressed, successful implementation of Classroom Based Inquiry, or any similar cross-national program would remain a mirage.