Kenya’s transition to Competency-Based Education (CBE) places renewed emphasis on nurturing values and life skills alongside academic learning. This paper presents findings of a study on how Value-based Education (VbE) is understood, integrated, and assessed in basic education in Kenya. The study assessed the impact of a pilot intervention by the Kenya Institute for Curriculum Development (KICD) in partnership with Mizizi Elimu Africa (then known as Zizi Afrique Foundation), in 79 comprehensive schools across Kenya. The study sampled 16 out of the 79 pilot schools in Nairobi, Kajiado, Isiolo, and Bungoma counties in Kenya. Data was collected through paired classroom observations of VbE-trained and untrained teachers.