This chapter seeks to discuss the negative effects of the dominant Western philosophies, policies, and practices embedded in the colonial-era curriculum for Primary and Secondary Education in Zimbabwe. Further interest is on the action taken by Zimbabwe and its Ministry of Education to break the silence and challenge the status quo by transforming the Primary and Secondary curriculum that is premised on the disadvantages the Western curriculum has on learners and the nation as a whole. However, the successful implementation of such reforms has been threatened by some challenges, hence the uncertainty of the achievement of the intended goals. Therefore the question still remains whether the African child is ever going to be liberated from this colonial-era cage sort of curricula. This chapter is based on literature review and official documents from the Ministry of Education, Zimbabwe.