This chapter analyses the extent to which coloniality has influenced Ghanaian educational institutions, although the curriculum continues to perpetuate neo-colonialism. This aim is pursued by exploring the antecedents of colonial curriculum from the castle schools and the education offered by Christian missionaries. The chapter also conducted a content analysis of the literature on postcolonial educational reforms in Ghana. Propositions are made for reversing this unfortunate long-standing trend by drawing on existing literature and findings from the content analysed. Consequently, our chapter also informs the transformation of the Ghanaian educational curriculum by breaking away from the historical legacies of colonialism and embracing indigenous knowledge systems to foster a curriculum that is reflective of the unique cultural and societal contexts of postcolonial Ghana.