This article delves into the ethical considerations of the Curriculum Review Process (CRP) carried out in Uganda’s Formal Education System (UFES) in 2020, with a focus on the well-being of the learner, made in the image of God. It employs the Kantian theory of the categorical imperative to posit that the revision of the provided curriculum did not align with the core principles of the CRP, leading to ethical shortcomings in the process. Through a convergent mixed methods approach, the article illustrates that the management of the CRP in formulating the Competency-Based Curriculum (CBC) presented challenges in its implementation, impeding students’ ability to fully realise their Divine Mandate (DM): “...be fruitful and multiply; fill the earth and subdue it” (Genesis 1:28) NIV. The article underscores the significance of adhering to proper technical protocols in curriculum reviews to ensure that students derive maximum benefit from the process and that the resulting curriculum effectively enables them to reach their full potential.