<![CDATA[The content of English language textbooks and the national Competence-Based Curriculum (CBC) in Rwandan primary schools are closely examined in this study. The study looks at selected elementary English textbooks (P2, P4, P5, and P6) and official curricular materials that have been approved or published by the Rwanda Education Board (REB). The study identifies areas of significant misalignments at the implementation level as well as areas of good design-level alignment in content and teaching intent using a critical content review method that blends content and theme analysis. Significant obstacles include the disparity between Kinyarwanda usage and English as the primary language of instruction, low teacher English proficiency, structural problems such as time constraints and overcrowded classrooms, and assessment practices that may inadvertently undermine CBC goals. Despite these obstacles, Rwanda has a clear legislative strategy that supports competence-based education, produces well-designed textbooks, and allocates funds for digital learning initiatives and teacher training. The findings point to a notable discrepancy between the successful use of high-quality educational resources in classrooms and their accessibility. To support improved English language proficiency and general educational standards in Rwanda, recommendations are made to strengthen policy alignment, improve teaching strategies, improve teacher preparation, and expedite resource allocation.]]>
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