Abstract: This study explores the Biblical Foundations and Catholic Social Teaching (CST) in Promoting Integral Human Development through a case study of the Catholic University of Rwanda (CUR). The objective is to assess how theology students understand, internalize, and apply the principles of CST in their formation and pastoral engagement. The central hypothesis is that while students value integral human development, there exists a gap between theoretical knowledge and practical application due to curricular limitations and socio-cultural challenges. The main research question is: To what extent are biblical and CST principles integrated into the theological and pastoral training of CUR students, and how does this influence their role in promoting human development? Data was collected through a mixed-method approach combining surveys (n=120) and focus group discussions with theology students. Techniques included thematic content analysis and descriptive statistics. Findings reveal that 86% of respondents associate integral human development with the holistic well-being of the person, rooted in dignity and justice. 74% correctly identified scriptural references supporting the common good and solidarity. However, only 41% were familiar with key CST documents such as Populorum Progressio and Caritas in Veritate. While 62% reported involvement in outreach or youth initiatives, only 38% believed CST principles were strongly integrated into their academic formation. Students perceive CUR as a moral model (72%) but expect enhanced curricular emphasis on CST and practical field experiences. The study concludes that strengthening CST integration in theological education at CUR is essential for forming catechists as transformative agents of development in Rwandan society.