The issue of relevance of schools Curriculum in Cameroon has always been in debate since the introduction of formal education in Cameroon. While Cameroon education has been influenced by Western Education, it is argued that between 1884 and 1961, Cameroon was administered by different colonial masters who aimed at controlling the life of the native Cameroonian politically, economically, socially and culturally. As far as education was concerned, each colonial administration developed a philosophy that was based on their individual interests. MacOjong (2008) holds that, apart from promoting their culture and civilization, the goals of colonial masters in Cameroon were mainly for economic gains. They therefore introduced formal education as a tool to produce rudimentary manpower required for economic exploitation. During this period, Cameroonians were mainly at the receiving end. They had little or no input in matters of education policy. Consequently, education policy did not reflect the real wishes and needs of Cameroonians. The practice of ignoring or not requiring the contribution of Cameroonians in policy matters was later decried by Cameroonian elite and nationalists who had succeeded in acquiring an appreciable level of the western type of education. These nationalists and elite championed the cause of independence and subsequently became political leaders of Cameroon following the achievement of independence. The postcolonial period was a turning point in Cameroon's education system. Because of this, educational policy was expected to undergo a radical change. A shift was expected, from the colonial philosophy which considered education in Africa as a vehicle of colonial interests, to the African perspective of meeting the needs of national independence and development in all aspects of national life. This was expected to be the point of departure for formulating a new road map for educational development in Cameroon. The issue of curriculum policy has been a subject of debate at the national level. Shu (1982) pointed out that among the problems of education in Cameroon is the lack of a formal criterion for the formulation and implementation of education policy in Cameroon. This situation according to him, explains why they had been no comprehensive national education policy which can stay while individual politicians and civil servants come and go. According to this argument, education policies change as the ministers change, thereby providing no opportunity for a complete implementation of any policy. The study aims at providing a historical analysis of the extent to which the policy of ruralisation has influenced education efforts in Cameroon from the colonial period to present.