This chapter examined the imperative for contextualizing the teaching of psychology within Zimbabwe’s unique socio-cultural, historical and economic context. It is argued that the application of Western psychological theories that are defined by individualism and empirical methodologies without subjecting them to scrutiny presents huge challenges due to cultural mismatch and potential misinterpretation of local lived realities. The analysis highlighted the importance of integrating Indigenous Knowledge Systems (IKS), particularly concepts like Ubuntu/Unhu and traditional healing practices and value systems to enable teaching psychology in culturally relevant ways. Furthermore, the chapter also discussed the impact of socio-economic constraints which include resource limitations and infrastructural deficits on teaching psychology in Zimbabwe necessitating the use of innovative and resource-sensitive pedagogical strategies. It underscored the need for diverse teaching methodologies that respect cultural diversity and promote inclusive learning environments that speak to Sustainable Development Goals. The ultimate goal is the development of a culturally relevant curriculum that reflects Zimbabwean values while maintaining global relevance. This approach would equip psychology students with knowledge to participate meaningfully in global psychological dialogues that value pluralism and contextual sensitivity.