<![CDATA[Purpose -This study examines how well English language textbooks align with Rwanda’s national Competence-Based Curriculum (CBC) in primary schools, and identifies where alignment succeeds at the design level but breaks down during classroom implementation. Research Methodology/Design/Approach-the study conducts a critical content review of selected primary English textbooks (P2, P4, P5, and P6) alongside official CBC curriculum documents approved/published by the Rwanda Education Board (REB). The analysis integrates content and thematic analysis to compare intended competencies, learning outcomes, language expectations, and assessment orientations across policy and textbook materials. Finding-The findings reveal strong design-level alignment in learning intent and competency orientation across textbooks and curriculum documents. However, substantial implementation-level misalignments persist, driven by (1) tensions between Kinyarwanda use and English as the mandated medium of instruction, (2) limited teacher English proficiency, (3) structural constraints such as insufficient instructional time and overcrowded classrooms, and (4) assessment practices that may inadvertently shift teaching away from CBC goals. Although Rwanda demonstrates policy commitment through supportive legislation, investment in teacher training, and digital learning initiatives, a persistent gap remains between the availability of high-quality resources and their effective accessibility and use in classrooms. Originality/Value -This study contributes a curriculum–textbook–implementation alignment perspective that clarifies why competence-based reforms may appear coherent on paper yet underperform in practice. It offers actionable recommendations to strengthen policy coherence, refine pedagogy and assessment practices, enhance teacher preparation, and accelerate equitable resource allocation to improve English proficiency and overall learning quality in Rwanda.]]>
