This chapter take up the challenge by focusing on how historical narratives of Cameroon’s colonial legacy have been constructed in history textbooks, and how the narrative mirrors colonial view at the expense of indigenous narratives. The chapter examines history textbook content as a critical resource that simultaneously serves multiple functions, such as enhancing citizen emancipation, strengthening national identity construction, and perpetuating colonial hegemonic forms of coloniality within Cameroon’s educational framework. The chapter premises its argument on the idea that textbooks by their nature are not neutral curriculum resources for teaching and learning. It is the authors’ understanding that textbooks “…are at once the result of political, economic and cultural activities, battles, and compromises, are conceived, designed, and authored by people with real interest, and are published within the political and economic constraints of markets, resources and power” (Apple & Christian-Smith, The politics of the textbook. Routledge, 1991, p. 3). In their pursuit of decolonisation, the authors recognise that these textbooks themselves are products of colonisation, deeply embedded within curriculum development and design processes. It is therefore ironic and an epistemological paradox to think that textbooks present discourses that seek to fight the effects of colonisation which they are a product of. The chapter also provides a curriculum theorising approach that could be used by curriculum designers in Cameroon to the neutralisation of the hegemonic effects in textbooks in the view of decolonising Cameroon’s education system. In conclusion, the authors argue that Cameroon’s curriculum challenge vis-à-vis its decolonisation project resides within its inability to let go of its colonial heritage and to envisage a futuristic society that meets the needs of all Cameroonians.